ERIC Number: ED531313
Record Type: Non-Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 0
African American Girls' Perceptions of Their Adjustment from Coeducational Elementary Schools to a Single-Gender Middle School, and How They Believe Educators Can Best Support This Transition: A Case Study
Presley, Christal L.
ProQuest LLC, Ph.D. Dissertation, Capella University
his qualitative and quantitative study investigated student perceptions of seventh-grade African American females who transitioned from a coeducational elementary school to a single-gender middle school. This study was conducted by surveying students, having them answer writing prompts, and interviewing them. Data furnished by the respondents was analyzed to determine how and to what extent they described their adjustment from a co-educational elementary school to a single-gender middle school, and how and to what extent they believed educators could better support them during this transition. Students seemed to have more difficulty with acclimating socially than academically from elementary to middle school, and especially in adjusting to a school culture where there were no male students. Students found forming positive relationships with girls difficult. Many students assessed the success or failure of their entire year on whether or not they were able to form friendships. However, to these girls, forming friendships did not necessarily mean that they considered those friendships to be positive relationships. Students did not seem to know how to create positive relationships with peers. They desired positive relationships with friends, teachers, administrators, and counselors. They also saw building positive relationships with teachers as important to a successful transitional experience. Students wanted to be helped, to be guided, and to be around educators (particularly teachers) who were nice to them. They saw having school programs like field days, assemblies, and sports as vital to a successful transition. Building positive relationships seems to be the most important area where African American girls need support and guidance during the transition from a coeducational elementary school to a single-gender middle school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.
Descriptors: Females, Interviews, School Culture, Friendship, African Americans, Surveys, Grade 7, Student Attitudes, Single Sex Classes, Black Studies, Elementary Schools, Middle Schools, Student Experience, Peer Relationship, Teacher Student Relationship
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 7; Middle Schools; Secondary Education
Authoring Institution: N/A