"Middle School Single-Gender Science Classes" by Pauline M. Sampson, Gloria J. Gresham Dr. et al.

Article Title

Middle School Single-Gender Science Classes: Self-Concept and Discourse Analysis

Authors

Pauline M. Sampson, Stephen F. Austin State UniversityFollow
Gloria J. Gresham Dr., Stephen F. Austin State UniversityFollow
Melissa M. Leigh, Humble Independent School DistrictFollow
Denice McCormick Myers Ed.D, Stephen F. Austin State University

Document Type

Article

Type of Article

Research-based article

Abstract

One southwestern, suburban middle school in the United States implemented a voluntary, single-gender science program. Although other studies have documented the effects of single-gender instruction and recent educational innovations have focused on its benefits, minimal current research has investigated the effects in middle school science classroom contexts. This study indicated that the patterns of discourse differed between single-gender and mixed-gender classes, with single-gender male classes participating in higher levels of discourse than females in middle school single-gender classes. Overall, the self-concept for females was low in science and school performance. The discourse analysis revealed that males and females used higher level utterances when placed in single-gender classrooms.

ScholarWorks Citation

Sampson, Pauline M.; Gresham, Gloria J. Dr.; Leigh, Melissa M.; and Myers, Denice McCormick Ed.D (2015) "Middle School Single-Gender Science Classes: Self-Concept and Discourse Analysis," MLET: The Journal of Middle Level Education in Texas: Vol. 2 : Iss. 1 , Article 1.
Available at: https://scholarworks.sfasu.edu/mlet/vol2/iss1/1

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MLET: The Journal of Middle Level Education in Texas