Single-Sex Public Schools for Boys
Reflections After 25 Years
Bibliographic Data
| ID | 21286894 |
|---|---|
| Authors | Leonard Sax (0000-0002-7051-9794, corresponding author) |
| Year | 2024 |
| Volume | 716 |
| Issue | 1 |
| Pages | 118-128 |
| Publication date | 2024-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Annals of the American Academy of Political and Social Science (JOURNAL) |
| Journal identifiers | ISSN: 0002-7162 • E-ISSN: 1552-3349 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00027162261428305 |
| OpenAlex | W7161422998 |
| Language | EN |
| Citations received | 1 |
| References cited | 9 |
The efficacy of single-sex education for boys has been a focus of scholarly inquiry for decades. The consensus has been that the all-boys format does not boost academic achievement for boys, on average. In this article, I suggest that the scholarly consensus may be mistaken or at least misleading. I argue that while some boys’ schools are successful and others are not, the all-boys format creates opportunities to educate differently. But when teachers are not trained in boy-friendly instructional strategies, nothing good happens and bad outcomes are likely. I consider some characteristics of a successful boys’ school and the prospects for boys’ public schools in the United States
Academic achievement · Focus (optics) · Focus group · Nothing · Public education · School system · Education, Achievement, and Giftedness · Gender Roles and Identity Studies · Gender Studies in Language
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |