NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ966934
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0094-1956
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.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001