Troubling social justice in a single-sex public school : an ethnography of an emerging school culture

dc.contributor.advisorGooden, Mark A., 1971-
dc.creatorMansfield, Katherine Cumingsen
dc.date.accessioned2013-11-13T19:45:52Zen
dc.date.issued2011-05en
dc.date.submittedMay 2011en
dc.date.updated2013-11-13T19:45:52Zen
dc.descriptiontexten
dc.description.abstractThis ethno-historical undertaking captures the story of the implementation of one major US city's first and only single-sex public school and the consequent shaping of the school culture according to its unique context. A comprehensive literature review demonstrates race, socioeconomic status, gender, sexuality, and other contextual factors are important considerations when probing educational access and achievement and the development of school cultures. Moreover, principals -- their individual attributes and the cultures they create -- are key to understanding and interrogating equitable practices in schools. Findings substantiate the complex interface between historical, political, and socio-cultural contexts, stakeholder decision making in the ethnographic present, and the enactment and negotiation school culture vis-à-vis the intersectionalities of student identities. Findings suggest the conditions that facilitated the high achievement of the students in this study might be transferred under the right conditions including: a balance of strong leadership and principal and teacher autonomy; the enduring belief that any student can and will learn; a rigorous, non-segregated, college prep program, and; an informal curriculum that prepares students for academic and professional cultures. Findings also bring to the fore important considerations that must be addressed by practitioners and policymakers alike; specifically, students' difficulties concerning the "burden of acting white" and the "burden of acting straight." Finally, findings from this study suggest single-sex public options can be done legitimately and effectively but additional safeguards must be implemented by the US Department of Education to ensure both male and female students' civil rights are protected. Additionally, while some magnet schools such as the one studied are local sites of resistance that play a liberatory role for those distinctively involved, one cannot surmise that such local efforts -- which may be viewed by some as a site of relative privilege -- can alone overcome the serious striations that exist in the greater society.en
dc.description.departmentEducational Administrationen
dc.embargo.lift5/1/2012en
dc.embargo.terms5/1/2012en
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/22147en
dc.language.isoen_USen
dc.subjectSingle-sex schoolsen
dc.subjectOrganizational cultureen
dc.subjectSocial justiceen
dc.subjectEthnographyen
dc.subjectIdentity intersectionsen
dc.titleTroubling social justice in a single-sex public school : an ethnography of an emerging school cultureen
thesis.degree.departmentEducational Administrationen
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen

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