Show simple item record

dc.contributor.advisorHorvat, Erin McNamara
dc.creatorCurci, Juliet DiLeo
dc.date.accessioned2020-10-21T14:27:15Z
dc.date.available2020-10-21T14:27:15Z
dc.date.issued2011
dc.identifier.other864885325
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1040
dc.description.abstractStudents in a large mid-Atlantic city graduate from the public district high schools at an average annual rate of fifty-six percent. This low rate of high school completion predicts future financial and social instability for not only those individuals who drop out of school, but also for their surrounding community. The research on dropouts highlights the significance that students' low levels of academic and social engagement in school have on their decisions to leave school. Advocates for single-sex education argue that students engage and achieve at high levels when learning in this educational model. According to the current literature, students' success in single-sex schools is primarily a result of the proacademic choice that they and their guardians make when electing to attend a single-sex school. Through focus groups, interviews, and observations, this study explores what student engagement looks like at an all-girls urban neighborhood public high school that is non-selective and where the proacademic choice of students is not a factor. With new federal policy measures advocating innovation in public education, single-sex schools - historically inaccessible to minority students from low-income communities - are finding a foothold in urban public school systems across the country. This study aims to illuminate the extent to which a single-sex school serves as a "site of transformation" for young women of color from a low-income neighborhood. The realization of the school's mission, to interrupt the social reproduction of the neighborhood through the education of its young women, depends on its students' graduation from high school and their access to and success through college. Data related to various features of the school are analyzed to highlight how student engagement is promoted and inhibited at the school and ultimately results in transformative and/or reproductive educational experiences for students.
dc.format.extent314 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectEducation, Sociology of
dc.subjectEducation Policy
dc.subjectAll-girls Education
dc.subjectCollege-prep
dc.subjectSingle-sex Education
dc.subjectSocial Reproduction
dc.subjectStudent Engagement
dc.subjectUrban Education
dc.titleUnderstanding student engagement: Insights from an all-girls urban neighborhood public high school
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberJordan, Will J.
dc.contributor.committeememberMcGuire, C. Kent
dc.contributor.committeememberSchifter, Catherine
dc.contributor.committeememberWoyshner, Christine A.
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1022
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-21T14:27:15Z


Files in this item

Thumbnail
Name:
Curci_2011_155573.pdf
Size:
932.5Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record