Journal of Women and Minorities in Science and Engineering

ISSN for PRINT: 1072-8325

For Online Access

Best Paper Award Selection - Editorial Board Site

2002, Volume8

Issue 1

100 pages

Issue price - $42.00

Dale Baker
Arizona State University

This study examined the effects of single-sex middle school science and mathematics classrooms with high minority enrollment on achievement, affect, peer, and teacher-student interactions. All students earned higher grades in mathematics than in science. Girls earned higher grades than boys. The higher grades of girls were not clearly attributable to the singlesex environment, and aspects of the single-sex environment interfered with boys’ achievement. The single-sex environment contributed to girls’, but not boys’, feelings of empowerment, peer support, and positive self-concept. The curriculum and pedagogy were better suited to girls than to boys, leading to discipline problems and hostile interactions. However, boys were more engaged in technology-based activities than girls. Overall, all-boy classes were less supportive learning environments than all-girl classes. Although the results replicate findings elsewhere, this is the only study to look at minority students in middle school.

Download article, 24 pages

Article price - $35.00

  Next article >>