List of Tables Foreword Preface Acknowledgments About the Author Introduction: Defining Single-Gender Education Part I. Considering Single-Gender Education 1. Gender Makes a Difference in the Classroom Starting Point: Examining Gender Influences Student Performance Social Differences Hormonal Differences Brain Differences Gender Is an Issue Chapter One Planning Tool: Reflecting on Gender 2. What We Know About Single-Gender Programs Demographic Data Achievement and Other Data Chapter Two Planning Tool: Using Data 3. Political Opposition to Single-Gender Education The Legal Context of Single-Gender Education Positions Against Single-Sex Education Parting Words Chapter Three Planning Tool: Debating Single-Gender Education 4. Frequently Asked Questions: Concerns and Options Questions About Socialization Questions About Planning Questions About Instruction Chapter 4 Planning Tool: Clearing Roadblocks PART II. Designing A Single Gender Program 5. Rationale and Structure Involve Key Stakeholders: Create an Exploratory Group Learn Together About Single-Gender Education Align the Program With the School's Mission Statement Develop a Rationale: Look at School Data Decide on a Structure Chapter 5 Planning Tool: Developing Rationale and Structure 6. Legal Issues and Logistics Meeting the Federal Regulations for Single-Gender Programs Single-Sex Schools Creating a Master Schedule Chapter 6 Planning Tool: Examining Legal Boundaries and Schedule Restraints 7. Communication Communication With Principals and School Administrators Communication With Teachers Communication With Parents Communication With Students Communication With School Board Members Order of Concerns in Communicating With Each Group Avoiding Stereotypes Chapter 7 Planning Tool: Preparing for Communication 8. Building Community Integration of Single-Gender Programs Into School Culture Identity of the Single-Gender Program Location of Single-Gender Classes Program Creed Public Relations Plan Coordinator for the Single-Gender Program Team Building for Students Chapter 8 Planning Tool: Creating Community 9. Program Price Low-Cost Options Moderate-Cost Options High-Cost Options Chapter 9 Planning Tool: Budgeting and the Impact of Gender PART III. IMPLEMENTING A SINGLE-GENDER PROGRAM 10. Professional Development Professional Development Opportunities Prior to Implementation Possible Timelines to Prepare Teachers Prior to Implementation Continued Professional Development After Implementation Timeline to Support Teachers After Implementation Chapter 10 Planning Tool: Developing a Professional Development Plan 11. Program Evaluation Ensuring Nondiscrimination Reviewing the Rationale: Format Reviewing the Data: Indicators An Ongoing Review Process Chapter 11 Planning Tool: Preparing for Evaluation 12. Sustaining a Single-Gender Program Strong Principal Leadership Institutionalize the Single-Gender Program Keep the Program Manageable Agree on Strategies to Use With Boys and Girls Mentor New Teachers Continue Professional Development Instituting Change Chapter 12 Planning Tool: Sustaining Change REPRODUCIBLE RESOURCES Resource A: Sample Creeds From Single-Sex Schools Resource B: Sample Proposal Form for Creating a Single-Gender Program Resource C: Sample Team-Building Activities for Students Resource D: Organizations for the Learning of Boys and Girls Resource E: Sample Annual Single-Gender Program Review Form Resource F: Sample Letter to Parents to Survey Their Interest Resource G: Sample Letter to Parents Informing Them of Single-Gender Program and Surveying Their Interest Resource H: Sample Letter to Parents (School Selecting Students With Coed Option Explained) Resource I: Sample Letter to Parents (All Students in Single-Gender With Coed Option Explained) References Index
Across the U.S. about 500 public schools currently offer single-gender classes or programmes. Hundreds more schools are contemplating separate classes for boys and girls in the wake of the 2006 legislation that allows such programmes to satisfy Title IX requirements. Spearheading the national trend in this direction with over 300 single-gender programmes is South Carolina, where David W. Chadwell was appointed the first state coordinator for single-gender initiatives. In this book, Chadwell lays out for administrators the step-by-step process of implementing single-sex programmes and schools in three stages: designing, initiating, and sustaining. A Gendered Choice is a practical, how-to book based upon unique, first-hand experience that interested administrators will want to examine as they contemplate or begin to introduce single-gender programmes in their schools.
David Chadwell is the coordinator for Single-Gender Initiatives within the South Carolina Department of Education. He works with schools across the state at all stages of implementing single-gender programs. He is also a consultant to principals across the country as they work to create single-gender programs and train their teachers. His comments on single-gender education have appeared in multiple media sources, including MSNBC, ABCNews Online, New York Times Magazine, Education Week, Education Next, USA Today, National Association of Elementary School Principals, and multiple state and local newspapers. In 2004 he helped start the first all-day middle school single-gender program in South Carolina. His career in education has taken him from a private Quaker school in Philadelphia, PA, to an international school in Tianjin, China, to public schools in Columbia, SC. He received his master's degree in teaching from the University of South Carolina and his master's degree in philosophy and social policy from The American University.