ERIC Number: EJ966934
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 16
The Boy Factor: Can Single-Gender Classes Reduce the Over-Representation of Boys in Special Education?
Piechura-Couture, Kathy; Heins, Elizabeth; Tichenor, Mercedes
Journal of Instructional Psychology, v38 n4 p255-263 2011
Since the early 1990s numerous studies have concluded that there is an over-representation of males and minorities in special education. This paper examines the question if a different educational format, such as single-gender education, can help boys' behavior and thus reduce the number of special education referrals? The rationale for single-gender education is based on the belief that there are inherent biological differences between males and females and these differences may manifest themselves in classroom behavior having implications for pedagogical practices. With this in mind, we examine the perceptions of students, parents, and teachers regarding how single-gender classrooms have impacted males. The results presented provide preliminary evidence that the single-gender format is an option that should be explored to reduce the overrepresentation of males and minorities in special education.
Descriptors: Evidence, Student Behavior, Student Attitudes, Gender Differences, Males, Special Education, Teaching Methods, Minority Groups, Single Sex Classes, Teacher Attitudes, Federal Legislation, Public Schools, Elementary Secondary Education
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers: No Child Left Behind Act 2001; South Carolina