1. An Action Research Project Andreali Dharampaul EDU 7201 Fall 10’

2. Table of Contents Abstract Introduction 1 - Statement of the Problem 2-8 - Literature Review 8 - Statement of the Hypothesis 8 Method - Participants 9 - Instrument 9 - Experimental Design - Procedure

3. Table of Contents Results Discussion Implications References 15-16 Appendices - Appendix A: Consent Forms 17 - Appendix B: Parent Survey-Home Environment 18 - Appendix C: Student Questionaire 19

4. Introduction Title IX regulations Boys and girls have different learning styles Single sex schools show improvement in academic success in the upper grades.

5. Introduction The federal Department of Education proposed Title IX regulations in March, 2004 that promise to provide public and charter schools considerable flexibility in establishing single- sex schools (Datnow & Hubbard, 2005; Laster, 2004; Salomone, 2006). Boys and girls learn differently where boys struggle academically because boys and girls are biologically and developmentally different (Hutton, Kilpatrick, & Wills, 2006; Joshi, Leonard, & Sullivan, 2010; Kommer, 2006; Laster, 2004; Lenroot et al, 2007; Okopny, 2008; Salomone, 2006; Whitehead, 2006). As a preschool teacher I observe a lot of gender separation in my classroom although I teach a mixed-gender classroom. Interactions in the classroom if not guided by the teacher tend to be homogenous. The boys play with the boys and girls with girls, at times girls and boys are scrutinized if they play with a toy not of their gender. An example of this is a boy playing with a doll or a girl playing with cars in the block area. Single sex classrooms have been said to show improvements in a student’s academic success in the upper grades (Barton & Cohen, 2004; Keating & Shapka, 2003; Medina, 2009; Meyer, 2008;) but does the same benefits go for students in preschool where although they are in a mixed gender classroom they tend to interact with peers of the same sex? My action research is based on single sex classrooms vs. mixed gender classrooms and the effects it has on peer relations and academic success in preschool. The purpose of my research is to examine whether single sex classrooms in preschool have a positive effect on a student’s academic success and peer relations vs. a mixed classroom.

6. Statement of the Problem Many researchers have concluded that sex composition plays a role in the outcome of a student’s academic success and peer relations in the classroom. Although there is research that concludes the effect sex composition has on a childhood student’s academic success and peer relations, not much research has been done in early childhood education to support this theory. Is a student’s academic success and peer relation influenced by their classroom sex composition in early childhood or is it irrelevant during these early stages in their education?

7. Review of Related Literature To ensure the success of single sex schooling : Single sex schooling must have an important objective Student enrollment must be made voluntary in such classroom setting. (Jorgensen & Pfeiler, 2008; Okopny, 2008).

8. Review of Related Literature Pros: Academic Success Female students profit less than male students in cooperative learning when in a mixed gendered science classroom. (Ding, Harskamp & Suhre, 2008). Students enrolled in a same sex science classroom demonstrated more positive science achievement. (Friend, 2006). Same sex classrooms have a positive outcome for both boys and girls academic success, increased student commitment and fewer sexually stereotyped behaviors. (Forbes- Jones, Friedman, Hightower & Moller, 2008; Cohen & Barton, 2004; Jorgensen & Pfeiler, 2008, Hutton, Kilpatrick & Wills, 2006).

9. Review of Related Literature Pros: Academic Success Boys struggle academically because boys and girls are biologically and developmentally different. ( Okopny, 2008; Hutton, Kilpatrick & Wills, 2006; Kommer, 2006, Laster, 2004, Whitehead, 2006). Girls show greater academic competence when less time was spent with the same sex, and boys showed less academic competence when more time was spent with same sex peers in preschool. (Fabes, Martin, Hanish, Anders & Madden- Derdich, 2003, Laster, 2004).

10. Review of Related Literature Cons: Peer Relations Sex accounts for less than 2% to 5% in most studies that focus on behavior, spatial, language and/ or mathematical abilities. In contrast for choice of play partners sex accounts for 70% to 80% in early childhood. (Palmer, 2004). Children between the ages of three and five show evidence of stereotypical gender cues & such segregation may lead to limited opportunities in their education and careers in the future. (Palmer, 2004; Okopny, 2008; Medina, 2009; Hutton, Kilpatrick & Wills. 2006). Boys form larger mutual friendships where as girls experience a negative change in social behaviors. (Cohen & Barton, 2004; Forbes- Jones, Friedman, Hightower & Moller, 2008).

11. Review of Related Literature Cons: Peer relations Girls seek close proximity behaviors when boys are the majority. (Fabes, Martin, Hanish, Anders & Madden- Derdich, 2003; Cohen & Barton, 2004; Forbes- Jones, Friedman, Hightower & Moller, 2008).

12. Theorist Bem’s Gender Schema Theory: Single sex classroom - Gender schematic processing is a result of people’s gender typing. They tend to process information, including information about themselves according to the culture’s definitions of masculinity and femininity. (Katsurada & Sugihara, 2002) Spence’s muti-factorial model of gender identity: Mixed - Gender related personality, attitudes, and behaviors are relatively independent. “At the level of the individual these different kinds of gender- related attributes, attitudes, and behaviors do not necessarily have common developmental histories ” (Katsurada & Sugihara, 2002)

13. NASSPE “ Non- profit organization founded in 2002, dedicated to the advancement of single-sex public education for both boys and girls” - Provide workshops - Share latest research - Provide information http://www.singlesexschools.org/home-nasspe.htm

14. Statement of the Hypothesis HR: Over a four week instruction, teacher X will implement theme related activities to her mixed gender pre-k classroom in an urban private school located in East Flatbush as a single sex classroom. Separating her students into single sex classrooms will allow observations to be made on any changes in her students peer relations and academic accomplishments and compared to the interactions and achievement in her normal mixed gender classroom using the same theme.

15. Participants Twenty one pre-schooler’s between ages four and five from an urban private preschool in the East Flatbush section of Brooklyn, New York. Week one and two - ½ day single sex instruction - 11 girls - 9 boys Week three and four - ½ day mixed gender instruction - 21 pre-schooler’s

16. Instruments Observations - comparing both academic success and peer relations in a single sex classroom as well as a mixed gender classroom. Parental consent forms - given to parents prior to action research. Parent survey - feedback from parents on student’s home life behaviors and attitudes. - given to parents with parental consent forms prior to the action research. Questionnaire - students will provide feedback at the end of the action research about their experience.

17. Appendix A: Parental Consent Form Dear Parent/Guardian, I am enrolled as a graduate student in Brooklyn College, Childhood Education Liberal Arts Masters Program (1-6). I am required to complete an action research project to obtain my masters degree in childhood education. I am requesting your permission for your child to participate in my action research which will be conducted over a four week period. The purpose of my action research is to observe any changes in my student’s academic success and peer relations in a single sex classroom vs. a mixed gender classroom. During the course of four weeks I will be giving your child instruction in a single sex classroom. For two weeks I will teach both boys and girls separately given the same instruction followed by another two weeks in their normal mixed gender settings. Your child will be observed by me on their peer relations, participation and completion on classroom activities as a whole. Before I begin I will ask for the completion of the attached survey which will provide feedback of their home life activities and behavior. At the end of observations I will ask your child questions about their experience on receiving instruction in a single sex classroom vs. a mixed gender classroom. A copy of the questions will be provided to you in advance. Please note that your child’s identity and school will remain confidential. Thank you for your cooperation and participation in my action research project. __________________________________________________________ I am granting my child permission to participate in your action research. __________________________________________________________ I do not wish for my child to participate in your action research. Sincerely, Andreali Dharampaul

18. Appendix B: Parent Survey Childs name:_____________________________________ Male or Female On a scale of 1-5 (five being the highest) how often does your child: Watch educational programs at home 1 2 3 4 5 Like to help with chores 1 2 3 4 5 Play with non-gender related toys 1 2 3 4 5 Enjoys playing with others 1 2 3 4 5 Interacts with the opposite sex 1 2 3 4 5 Have conversations with adults 1 2 3 4 5 Have conversations with children 1 2 3 4 5 Additional comments: ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ _________________________________________________________________________________

19. Appendix C: Student Questionnaire Student: _________________________________________________ Male or Female What did you like/dislike the most about learning with only boys/girls? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ What activities did you enjoy the most? why? _______________________________________________________________________________ _________________________________________________________________________ Who do you enjoy being with in the classroom? ____________________________________________________________________________ Which one do you like better all boys/girls or both boy and girls in one class? Why? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

20. References Anders, M. C., Fabes, R. A., Hanish, L. D., Madden-Derdich, D. A., & Martin, C. L. (2003). Early school competence: the roles of sex-segregated play and effortful control. Developmental Psychology, 39(5), 848-858. Badgett, A. B., Hoffman, H. B., & Parker, R. P. (2008). The effect of single-sex instruction in a large, urban, at-risk high school. The Journal of Educational Research, 102(1), 15-35. Bukowski, W. M., Lopez, L. S. et al. (2010). Context-dependent victimization and aggression: differences between all- girl and mixed-sex schools. Merrill-Palmer Quarterly, 56(3), 283-302. Cohen, R., & Barton, B. K. (2004). Classroom gender composition and children’s peer relations. Child Study Journal, 34(1), 29-45. Datnow, A. & Hubbard, L. (2005). Do single-sex schools improve the education of low income and minority students? an investigation of california’s public single-gender academies. Anthropology & Education Quarterly, 36(2), 115-131. Ding, N., Harskamp, E., & Suhre, C. (2008). Group composition and its effect on female and male problem-solving in science education. Educational Research, 50(4), 307-318. Ewing, E. T. (2006). The repudiation of single-sex education: boys’ schools in the soviet union, 1943-1954. American Educational Research Journal, 43(4), 621-650. Fabes, R. A., Hanish, L. D., & Martin, C. L (2004). The next 50 years: considering gender as a context for understanding young children’s peer relationships. Merrill-Palmer Quarterly, 50(3), 260-273. Fergusson, D. M., Horwood, J. L. & Gibb, J. S. (2008). Effects of single-sex and coeducational schooling on the gender gap in educational achievement. Australian Journal of Education, 52(3), 301-317. Friedman, R., Hightower, D. A, Jones, F. E., & Moller, A.C. (2008). The developmental influence of sex composition in preschool classrooms: boys fare worse in preschool classrooms with more boys. Early Childhood Quarterly, 23(3), 409-418. Friend, J. (2006). Research on same-gender grouping in eighth grade science classrooms. Research in Middle Level Education Online, 30(4), 1-15. Hutton, B., Kilpatrick, S., & Wills, R. (2006). Single-sex classes in co-educational schools. British Journal of Sociology of Education, 27(3), 277-291. Jorgensen, N. S., & Pfeiler, C. (2008). Successsful single-sex offerings in the choral department. Music Educators Journal, 95(5), 36-40. Joshi, H., Leonard, D., & Sullivan, A. (2010). Single sex schooling and academic attainment at school and through the lifecourse. American Educational Research Journal, 47(1), 6-36.

21. References Katsurada, E. & Sugihara, Y. (2002). Gender-role identity, attitudes toward marriage, and gender-segregated school backgrounds. Sex Roles, 47(5/6), 249-258. Keating, D. P., & Shapra, J. D. (2003). Effects of a girls-only curriculum during adolescence: performance, persistence, engagement in mathematics and science. American Educational Research Journal, 40(4), 929-960. Kommer, D. (2006, July/August). Boys and girls together: a case for creating gender- friendly middle school classrooms. The Clearing House, 247-251. Lenroot, R. K. et al. (2007). Sexual dimorphism of brain trajectories during childhood and adolescence. Neuroimage, 36(2007), 1065-1073. Laster, C. (2004, September). Why we must try same sex instruction. Education Digest, 59-62. Lingard, B., Martino, W., & Mills, M. (2005). Interrogating single-sex classes as a strategy for addressing boys’ educational and social needs. Oxford Review of Education, 31(2), 237-254. Medina, J. (2009, March 11). Boys and girls together, taught separately in public school. The New York Times. Retrieved from http://www.nytimes.comhttp://www.nytimes.com Meyer, P. (2008). Learning separately: the case for single-sex schools. Education Next, 8(1). Okopny, C. (2008). Why jimmy isn’t failing: the myth oof the boy crisis. Feminist Teacher, 18(3), 216-228. Salomone, C. R. (2006). Single-sex programs: resolving the research conundrum. Teachers College Record, 108(4), 778-802. Velasquez, A. M. (2010). Context-dependent victimization and aggression: differences between all-girl and mixed- sex schools. Merrill-Palmer Quarterly, 56(3), 283-302. Whitehead, J. M (2006). Starting school-why girls are already ahead of boys. Teacher Development, 10(2), 249-270.