Date of Award

Summer 2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Philip Rapp

Abstract

Implementing single-gender dance elective programs may promote male students’ social development, emotional development, and academic progress and offset the negative preconceptions of males in dance. Schools that provide their students with single-gender classes vary in their motivation and include a range of learning opportunities that, combined with supportive school and classroom environments, are more likely to result in variable student results (Datnow & Hubbard, 2008). The schools chosen for this analysis were a district public middle school and a private academy that have conducted single-gender dance classes for males over the last few years. There is a need for data to examine the perspectives of parents, teachers, and administrators regarding the influence of single-gender dance classes on the social development, emotional development, and academic progress of male students enrolled in the program. This research study examined the perceptions of parents, teachers, and administrators of the impact of single-gender classes on the social and emotional development and perceived academic progress of male students participating in single-gender dance programs. Using the mixed methods qualitative descriptive research approach, the key findings suggest that there is a need for schools to offer their students single-gender classes because it provides a range of learning opportunities that result in supportive schools and classroom environments. There was a significant favorable impact of single-gender dance classes on male dance students’ social development, emotional development, and academic progress as perceived by parents, teachers, and administrators.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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