The effects of single-gender education on the affective, academic, and social behavioral development of inner-city adolescent African American males

The problem. Very little is known about the effects of single-gender education on the affective, academic, and social behavioral development of inner-city, adolescent African American males. The purpose of the study was to holistically investigate the effects of this kind of educational approach.; Method. A study was conducted comparing 20 secondary students who were enrolled in 3 different types of single-gender educational programs. Students were administered a survey and interviewed. Their archival data for the past 2 years were used as the analysis for the purpose of determining the effects that the various programs had on their affective, cognitive, and social behavioral development.; Results. The survey data reflected that overall, students reported that they often had favorable impressions about their learning environment; often felt positive about the situation; had positive academic achievement; and often displayed positive, acceptable social behaviors consistent with standards of conduct. They often were able to transfer behaviors to primary school when in an adjunct single-gender program. Middle school students appeared overall to have a high degree of successful experience in the single-gender class approach.; The archival data overall reflected that 32% of students improved. More specifically, conduct grades and tests scores greatly improved for a large percentage of participants.; With respect to interview data, participants reported great success or much success in present schooling. They cited school staff as having a great effect on their school success, and 75% of respondents cited no girls in the program as a major reason. These programs appeared to have a positive effect on secondary students in the areas of feelings, academics, and behaviors.; Students in single-gender programs perceived themselves as being in a positive learning environment. They were able to communicate well in the environment, and they often achieved academically in that environment.