Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 61 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-46).

Thesis (M.A.) -- Central Connecticut State University, 2005. / Thesis advisor: Matthew Warshauer. "... in partial fulfillment of the requirements for the degree of Master of Arts in History." Includes bibliographical references (leaves 83-85). Also available via the World Wide Web.

The present study was designed to inform readers about single-sex education and coeducation. This monograph is divided into four sections. In the first section, readers are informed about my own experiences concerning both single-sex and mixed-sex education. Furthermore, I give my own opinions about topics such as : classroom climate and the different attitudes I encoxmtered teaching within both settings. The second section gives a brief history of both single-sex education and coeducation in North America. The historical perspective goes as far back into the past as the eighteenth century and brings us forth until the 1980's and early 1990's decades. The third section focuses on present-day issues and research concerning both types of education. Many researchers are advocates of either single-sex education or coeducation and much of their research will be presented to the reader. The fourth section is the conclusion. I conclude this monograph with my own personal opinions on the topics discussed and also reflect on any further research which could be done within this area of study. / Cette étude cherche a informer le publique au sujet de renseignement dans un milieu scolaire unisexe et mixte. Ce mémoire est divisé en quatre sections. Dans la première, j'informe les lecteurs sur mes experiences personnelles au niveau de l'enseignement dans un milieu unisexe et mixte. De plus, j'exprime mes opinions sur des sujets tels que : le climat au sein de la classe et les diverses attitudes que j'ai rencontrées en ayant enseigné dans les deux environnements. La deuxième section donne un bref aperfu historique sur renseignement unisexe et mixte en Amerique du Nord. Cet apercu historique remonte au dix-huitième siècle jusqu'au debut des annees '90. La troisième section met l'emphase sur les sujets d'actualité dans ce domaine et les etudes portant sur les deux formes d'education. Plusieurs chercheurs favorisent soit I'enseignement mixte ou unisexe et leurs donnees seront presentees au lecteur. Finalement, lors de la demiere section, je vais conclure ce memoire avec mon opinion personnelle sur les sujets abordes et reflechir sur des etudes additionnelles qui pourraient etre menees dans ce domaine.

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This ethno-historical undertaking captures the story of the implementation of one major US city's first and only single-sex public school and the consequent shaping of the school culture according to its unique context. A comprehensive literature review demonstrates race, socioeconomic status, gender, sexuality, and other contextual factors are important considerations when probing educational access and achievement and the development of school cultures. Moreover, principals -- their individual attributes and the cultures they create -- are key to understanding and interrogating equitable practices in schools. Findings substantiate the complex interface between historical, political, and socio-cultural contexts, stakeholder decision making in the ethnographic present, and the enactment and negotiation school culture vis-à-vis the intersectionalities of student identities. Findings suggest the conditions that facilitated the high achievement of the students in this study might be transferred under the right conditions including: a balance of strong leadership and principal and teacher autonomy; the enduring belief that any student can and will learn; a rigorous, non-segregated, college prep program, and; an informal curriculum that prepares students for academic and professional cultures. Findings also bring to the fore important considerations that must be addressed by practitioners and policymakers alike; specifically, students' difficulties concerning the "burden of acting white" and the "burden of acting straight." Finally, findings from this study suggest single-sex public options can be done legitimately and effectively but additional safeguards must be implemented by the US Department of Education to ensure both male and female students' civil rights are protected. Additionally, while some magnet schools such as the one studied are local sites of resistance that play a liberatory role for those distinctively involved, one cannot surmise that such local efforts -- which may be viewed by some as a site of relative privilege -- can alone overcome the serious striations that exist in the greater society. / text

This study explores the ways in which grade 10 girls experience violence within a single-sex high school setting in KwaZulu-Natal, South Africa. The focus of the study is on their accounts of witnessing violence amongst other girls in the school. The study shows that despite the view that single-sex schools are regarded as a safer option for many girls in South Africa, different forms of violence and aggression are reported by the girls in this study. Violence and aggression are not easily definable but the eye-witness accounts from the grade 10 girls in this study show how - in everyday relations - violence is gendered, raced and classed. Violence and aggression are also related to sexuality and the study shows how girls fight for boys. This study draws upon a qualitative methodological approach to identify the various forms of violence experienced within this setting. Through the process of analysing semi-structured interviews, this study has revealed that the single-sex environment for high school girls is a highly charged site of violence and aggression. Implications for understanding girls' violence, as well as recommendations to address such, conclude the study. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

Ho Wing Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves [166]-[175]). / Abstracts in English and Chinese. / Acknowledgement --- p.i / Abstract --- p.ii / 摘腰 --- p.iii / Table of Content --- p.iv / Chapter Chapter 1 --- "Literature Review, Research Concern and Conceptual Framework" --- p.1 / Chapter Chapter 2 --- Methodology --- p.40 / Chapter Chapter 3 --- Cross-sectional Analysis of the Educational Claims of Single-sex and --- p.58 / Chapter Chapter 4 --- Cross-time Analysis of the Educational Claims of Single-Sex and Co-educational Schools --- p.70 / Chapter Chapter 5 --- Curriculum Study: Gender Presentation of Home Economics in Hong Kong --- p.119 / Chapter Chapter 6 --- Conclusion --- p.159 / References / Appendix I: Coding Scheme / Appendix II: Findings of Cross-Sectional Analysis of the Educational Claims of Single-sex and Co-educational Schools / Appendix III: Syllabus of Home Economics

Thesis advisor: Jane E. Regan / This dissertation considers adolescent girls and what they need from an all-girls’ Catholic school that will prepare them, not just for college and career, but for life in a world that marginalizes girls and women. More than simply trying to make a case for single-sex schooling for girls, it suggests that the single-sex school is an important site for conversations about what it means for adolescent girls to be adolescent girls. This project names the patriarchal forces that marginalize girls and calls for a pedagogical approach that is rooted in the theological affirmation that adolescent girls are created in the image of God and called to exercise a prophetic imagination. Chapter one introduces the history of all-girls’ Catholic secondary schools, a history rooted in the story of women’s religious orders and the ministries of these women religious as educators at a time when the education of girls was not valued. Today’s all-girls’ Catholic schools are informed by this history and the Catholic Church’s commitment to honoring the dignity of each student, thus grounding a commitment to a caring and liberative educational approach. Chapter two argues that contemporary adolescent girls, including those who attend these all-girls’ Catholic secondary schools, are growing up in a cultural milieu that makes them vulnerable to the effects of the conflicting and impossible expectations to which girls and women are held. Chapter three investigates the imago Dei symbol as a theological foundation for fighting this toxic cultural milieu. Taking a cue from feminist theologians who have explored embodiment and relationality as central expressions of the imago Dei, this chapter proposes that creating communities of God’s hesed (loving-kindness) and resisting injustice are two ways that the imago Dei symbol can be expressed so as to best include adolescent girls. Chapter four suggests that, in order to realize this goal of affirming the imago Dei in adolescent girls by creating communities of God’s hesed and resistance to injustice, a feminist prophetic imagination is needed. Drawing on Walter Brueggemann’s identification of the prophetic imagination as the twinned process of denouncing the oppressive forces of the dominant culture and announcing a new and more just way of being in the world, it proposes a feminist prophetic imagination that engages in a feminist critique of the cultural milieu that girls experience and the construction of communities based in hesed and resistance to injustice. Chapter five takes up the pedagogical challenges of teaching with and for a feminist prophetic imagination. The liberative pedagogy of Paulo Freire and the caring pedagogy of Nel Noddings provide the resources for educating adolescent girls to participate in communities of God’s hesed and in practices of resistance to injustice. Chapter six returns to the concrete situation of all-girls’ Catholic secondary schools and imagines how these schools can speak to a commitment to educating for a feminist prophetic imagination in their mission and reflects on how a feminist prophetic imagination can be expressed and formalized in all Catholic schools.

This qualitative single-case study was conducted to ascertain the effective factors necessary to successfully launch a single-gender elementary school for Black males in an urban setting. This analysis examines effective pedagogical practices and successful elementary-aged models that address the social emotional and academic needs of Black males within New York City. Two research questions guided the framework of this study: (a) in single-gender elementary schools for Black males, what factors contribute to their academic and social-emotional growth and development? and (b) In what ways do school design, context, and leadership practice inform the academic and social-emotional growth and development of students of single-gender schools for Black males? Qualitative research methodology was used for this study. Data collection through field observations and elite individual interviews included the participation of key stakeholders including administrators and educators. The findings, data analysis, and evaluation of the site visit served as a blueprint to highlight the components necessary to accelerate the achievement of Black males.