@article{THESIS,
      recid = {4207},
      author = {Schellenger, Isabelle},
      title = {Girls of Today, Leaders of Tomorrow: A Case Study on  Alternative, Public, Single-Sex Schooling and Identity  Formation},
      publisher = {University of Chicago},
      school = {M.A.},
      address = {2022-08},
      number = {THESIS},
      abstract = {Supporters of single-sex schooling maintain that  coeducational schools have a “hidden curriculum” which  socializes boys and girls into traditional gender roles  that hinder achievement, particularly for girls. However,  research suggests that single-sex schools have little to no  impact on academic achievement at all, and some research  contends that single-sex schools promote traditional ideals  of femininity, masculinity, and heteronormativity. This  leads me to the questions: 1) What is an alternative model  of single-sex schooling that empowers students to break  free of hegemonic gender norms, and can it be powerful  enough to challenge the traditional model of single-sex  schooling? And 2) How do public, single-sex schools shape  girls’ identities? To explore this topic, I conducted  semi-structured interviews with alumni and past faculty  from the Young Women’s Leadership Charter School (YWLCS), a  public, all-girls charter school in Chicago that operated  from 1999-2019. By synthesizing existing research on how  schools promote a hidden curriculum of traditional gender  norms, I propose that YWLCS is an example of an alternative  model of public, single-sex schooling that can disrupt this  hidden curriculum and empower girls’ identities. Through  using an identity experience framework to understand how  identities are performed within schools, I argue that this  case study on YWLCS can offer insight into how other  public, all-girls schools can support the identities of  their students. },
      url = {http://knowledge.uchicago.edu/record/4207},
      doi = {https://doi.org/10.6082/uchicago.4207},
}