Teachers' Experiences With and Perceptions of Single-Gender Instruction of African American Students

Teachers’ Experiences With and Perceptions of Single-Gender Instruction of African American Students by Kymberli R. Chandler MA, University of Phoenix, 2005 BS, Mississippi Valley State University, 2005 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University July 2017 Abstract In a large, urban district in western Tennessee, African American students perform considerably lower in math, science, and reading than other districts. Several teachers in western Tennessee are using single-gender instruction as a practice, but little is known about its effectiveness in addressing the needs of African American students. Currently, there is a gap in scholarly and practical understanding of the effects of single-gender classrooms on the academic success of African American students in western Tennessee. This exploratory qualitative case study examined the experiences shared by teachers who use single-gender learning to educate African American students in secondary schools in western Tennessee. The social cognitive theory and brain-based learning were used as frameworks in examining the perceived effectiveness of single-gender classrooms, and the guiding research questions were designed to focus on teachers’ experiences with single-gender classroom instruction for African American students. Ten teachers using single-gender classrooms to educate African American high school students in the subjects of English, math, or science were interviewed. Data were analyzed using the matrix approach, which led to the identification of 3 themes: learning styles, classroom management, and instructional strategies used in single-gender classrooms. These themes were identified as factors indicating benefits and pedagogical practices participants perceived as effective when used to educate African American students in single-gender classrooms. Insight from this study will enhance educators’ ability to reach a population of underserved students, thus affecting social change by reducing racial education disparities among African American students.In a large, urban district in western Tennessee, African American students perform considerably lower in math, science, and reading than other districts. Several teachers in western Tennessee are using single-gender instruction as a practice, but little is known about its effectiveness in addressing the needs of African American students. Currently, there is a gap in scholarly and practical understanding of the effects of single-gender classrooms on the academic success of African American students in western Tennessee. This exploratory qualitative case study examined the experiences shared by teachers who use single-gender learning to educate African American students in secondary schools in western Tennessee. The social cognitive theory and brain-based learning were used as frameworks in examining the perceived effectiveness of single-gender classrooms, and the guiding research questions were designed to focus on teachers’ experiences with single-gender classroom instruction for African American students. Ten teachers using single-gender classrooms to educate African American high school students in the subjects of English, math, or science were interviewed. Data were analyzed using the matrix approach, which led to the identification of 3 themes: learning styles, classroom management, and instructional strategies used in single-gender classrooms. These themes were identified as factors indicating benefits and pedagogical practices participants perceived as effective when used to educate African American students in single-gender classrooms. Insight from this study will enhance educators’ ability to reach a population of underserved students, thus affecting social change by reducing racial education disparities among African American students. Teachers’ Experiences With and Perceptions of Single-Gender Instruction of African American Students by Kymberli R. Chandler MA, University of Phoenix, 2005 BS, Mississippi Valley State University, 2005 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University July 2017 Dedication I first thank my Lord and Savior for providing me with the strength and patience to endure this extensive process. There were numerous times that I felt that I could not compete this degree. I am grateful for the grace and mercy needed to make this dream a reality. I sincerely thank my mother and father for instilling the will to push harder to achieve my goals. I’ve always wanted to make you proud, and I hope that I do. Dr. Harris, you have inspired me more than you will ever know. Our paths have crossed for a reason and will be forever connected. You and your family will be forever my family. My sisters, Jan and Jack, I love and you and will forever cherish being your big sister. Thank you for just being the phenomenal women that you are for your families and for this world. You are unnoted role models for present and future women. My daughter and my heart, Kamryn, you are the best of everything in my world. You are the reason I will be my best me.always. Last but never least, my husband, Kendrick Mandel Chandler, you have made my goals reachable and my dreams visible. You see me without contention when I am unable to see the best in myself. I am honored and blessed to share this journey with you.