The Boy Factor: Can Single-Gender Classes Reduce the Over-Representation of Boys in Special Education?
Since the early 1990s numerous studies have concluded that there is an over-representation of males and minorities in special education. This paper examines the question if a different educational format, such as single-gender education, can help boys' behavior and thus reduce the number
of special education referrals? The rationale for single-gender education is based on the belief that there are inherent biological differences between males and females and these differences may manifest themselves in classroom behavior having implications for pedagogical practices. With
this in mind, we examine the perceptions of students, parents, and teachers regarding how single-gender classrooms have impacted males. The results presented provide preliminary evidence that the single-gender format is an option that should be explored to reduce the overrepresentation of
males and minorities in special education.
Document Type: Research Article
Publication date: 01 June 2013
College Student Journal publishes original investigations and theoretical papers dealing with college student values, attitudes, opinions, and learning. Topics include the areas of undergraduate, graduate, and professional schools, and may also include selected contributions dealing with college preparation.
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