Mitigating stereotype threat in urban elementary single-sex maths classrooms (Bowe et al., 2017)

An American study has found evidence that single-sex classroom environments can produce gains in maths success among African American girls by mitigating stereotypes regarding their academic identities (Bowe, Desjardins, Covington Clarkson & Lawrenz, 2017, p. 379). This longitudinal, mixed-methods study contributes to a growing body of literature exploring the effects…
Login or Join to view this article ››