Urban Elementary Single-Sex Math Classrooms

Abstract

This study utilized a mixed-methods approach to holistically examine singlesex 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.

(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education

“…In addition to culturally responsive instructional approaches (e.g., Scott & White, 2013), active learning and hands-on activities enhance STEM identity development and/or increase STEM interest for Black girls in middle school STEM environments (Ferreira, 2002; Riedinger & Taylor, 2016). In addition to instructional practices, structural changes such as single-sex groups and classrooms in elementary and middle school promote a greater understanding of technology concepts (Seay, 2004), as well as increase math achievement (Bowe et al, 2017), for Black girls. Affirmation writing interventions have also been implemented in attempts to minimize stereotype threat for Black girls during mathematics assessments, though the effects were not found to be statistically significant (Bancroft, Bratter, & Rowley, 2017).…”

“…Collins and Bilge (2016) argue that "much is at stake for getting the relationship between identity and intersectionality right" (p. 115) and present an extensive discussion on this topic, including the implications of identity politics in the context of hip hop culture and the limits of essentialized or "fixed" perceptions of identity in intersectionality discourse. However, we also find limitations in the literature on intersectionality in that it has not consistently conceptualized identity (i.e., the internalized and evolving narrative of self; see McAdams, 2001) and has not addressed the multidimensional psychological nature of social identity (e.g., salience, centrality, regard, and ideology; see Sellers, Smith, Shelton, Rowley, & Chavous, 1998) or attended to other key psychological constructs and dynamics related to the intersectional experience, such as identity interference (i.e., experience of difficulty enacting multiple identities; see Settles, 2006), stereotype threat (i.e., risk of conforming to stereotypes about one's social group; see Bowe, Desjardins, Covington Clarkson, & Lawrenz, 2017), and self-efficacy (i.e., belief in one's ability to succeed in a given situation or accomplish a given task; see MacPhee, Farro, & Canetto, 2013). We believe it is important to attend to the psychological meaning and experience (i.e., mental processes and behaviors) associated with being a Black woman or girl in STEM education because these factors influence students' choices and ultimate success in STEM fields.…”

Black Women’s and Girls’ Persistence in the P–20 Mathematics Pipeline: Two Decades of Children, Youth, and Adult Education Research

“…In primary and secondary education, single-sex classrooms enhance achievement of female students because of the increased presence of same-sex role models and peer mentors (Bowe, Desjardins, Clarkson, & Lawrenz, 2015; Mael, 1998). As such, increasing the percentage of Black high school mathematics teachers overall has a positive impact on the likelihood that Black students will take additional rigorous mathematics (Klopfenstein, 2005).…”

#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education

“…They acknowledged the risks-stereotypes, discrimination, and so forth-but they also acknowledged the pride and sense of comfort in being Black and among Black people. Within the context of STEM, situating the history, shared experience, and societal attitudes associated with Black as a racial identifier and the negative experiences it elicited gives credence towards racial identity as a risk (Spencer, 2006) when considered in light of the stereotypes experienced by the participants and stereotype threat (Bowe, Desjardins, Covington Clarkson, & Lawrenz, 2017;Steele, 1997). When racial identity is situated as a risk, it can be a contributing factor to STEM attrition in light of the negative associations with racial identity previously discussed.…”