Date of Award
5-2024
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Educational Administration
Department
Education
Major Professor
Beabout, Brian
Second Advisor
Broadhurst, Chris
Third Advisor
Donaldson, Paul
Abstract
In reviewing academic achievement gaps across United States school districts, educational research samples show deviations between males and females with males statistically outperforming females in math while females typically outperform males in reading and language arts. With strict American educational policies set in place to promote equality and equity in the classroom, research and long-term results on the impact and possible benefits of male, single-sex classrooms in the American educational system are limited. This study seeks to explore educators’ best practices for teaching male students and effective strategies to cater to their different needs. By qualitatively studying the experiences of teachers through a series of observations and interviews, the researcher gathered and analyzed the data in a multiple case study using the Multiple Intelligence theory to determine the instructional decision-making approach of teachers in single-sex classrooms. Through the triangulation of data in the cross-case thematic analysis there were two major themes that emerged: movement and Social and Emotional Learning (SEL). Three secondary but relevant themes emerged: motivation, organization, and relationships. The results further develop the deficient literature needed to understand the instructional decisions of teachers in all-male classrooms and the possible benefits, downfalls, and limitations of educators in the separation of the sexes in a classroom setting. These results may be useful in understanding methods to increase male academic success rates and to lessen the gender academic achievement gap through improved teaching techniques that will enhance male students’ engagement and understanding.
Recommended Citation
Clark, Kelly M., "Breaking Through: A Study of Educators in All-male Classrooms and the Instructional Decisions They Use to Bridge the Gender Academic Achievement Gap" (2024). University of New Orleans Theses and Dissertations. 3185.
https://scholarworks.uno.edu/td/3185
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.