The Latina Voice in Special Education: Classroom Behaviors, School Attitudes, and Gender Identity of Female Students in Single-Gender Secondary Level Special Education Classrooms
Year: 2002
Type: article
Abstract: Latina students in single-gender special day classrooms appear to be advantaged in single-sex environments compared to their counterparts in coed classrooms.Latina SDC students interact in class with greater frequency, attend school more often, and experience greater academic success than Latina students attending coed SDCs.Singlegender environments are empowering for Latina students for three reasons; the absence of boys gives them more confidence to speak out and participate, the single-gender environment is less distracting, and the Latina students report feeling greater support and more attention from teachers in single-gender classrooms.How is equity ensured?How were teachers chosen?How were teachers prepared for teaching in a single gender setting?Did they receive any special staff development?How did you prepare yourself professionally for administrating single gender classes?How do you plan to evaluate the progress of students?What indicators of success are you looking at?Change in gender socialization?
Author: Jennifer C Madigan
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2990914562