Urban Elementary Single-Sex Math Classrooms: Mitigating Stereotype Threat for African American Girls

Anica G. Bowe, Christopher D Desjardins, Lesa M Clarkson, Frances P Lawrenz

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals). Findings demonstrate that African American girls made more math achievement gains in single-sex classrooms; single-sex classrooms might mitigate math academic stereotypes for students and teachers; and that important contextual factors play a role in these outcomes. Testing these factors is a step toward delineating a theory of change for single-sex education in urban public schools.

Original languageEnglish (US)
Pages (from-to)370-398
Number of pages29
JournalUrban Education
Volume52
Issue number3
DOIs
StatePublished - Mar 1 2017

Keywords

  • African American students
  • No Child Left Behind
  • achievement gap
  • identity
  • math identities
  • single-sex education
  • urban education
  • urban elementary schools

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