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Would Harry and Hermione Have Done Better in Single-Sex Classes? A Review of Single-Sex Teaching in Coeducational Secondary Schools in the United Kingdom:

Would Harry and Hermione Have Done Better in Single-Sex Classes? A Review of... The gender agenda in many North American, Western European, and Australasian countries has undergone a “boy turn” in the past decade amid growing concerns about boys’ apparent “underachievement” relative to girls. One aspect of this turn has been the resurrection of interest in single-sex classes in coeducational public state schools. This article reviews these developments from an international perspective, particularly focusing on the experiences of a number of United Kingdom secondary schools involved in the 4-year Raising Boys’ Achievement Project. The article suggests that, while single-sex classes have the potential to raise the achievement levels of both boys and girls and to have a positive impact on the atmosphere and ethos for learning, these gains will be achieved only if the initiative is developed within gender-relational contexts rather than situated within recuperative masculinity policies. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Would Harry and Hermione Have Done Better in Single-Sex Classes? A Review of Single-Sex Teaching in Coeducational Secondary Schools in the United Kingdom:

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References (110)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312043004579
Publisher site
See Article on Publisher Site

Abstract

The gender agenda in many North American, Western European, and Australasian countries has undergone a “boy turn” in the past decade amid growing concerns about boys’ apparent “underachievement” relative to girls. One aspect of this turn has been the resurrection of interest in single-sex classes in coeducational public state schools. This article reviews these developments from an international perspective, particularly focusing on the experiences of a number of United Kingdom secondary schools involved in the 4-year Raising Boys’ Achievement Project. The article suggests that, while single-sex classes have the potential to raise the achievement levels of both boys and girls and to have a positive impact on the atmosphere and ethos for learning, these gains will be achieved only if the initiative is developed within gender-relational contexts rather than situated within recuperative masculinity policies.

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

Keywords: gender gap,gender-relational approach,inclusive pedagogy,single-sex classes,underachievement

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