Author ORCID Identifier

Date Available


Year of Publication


Degree Name

Master of Science in Community & Leadership Development

Document Type

Master's Thesis


Agriculture, Food and Environment


Community and Leadership Development

First Advisor

Dr. Stacy K. Vincent


The effectiveness of single-sex classrooms in the United States remains unclear. To address this issue, the purpose of this quasi-experiment was to examine single-sex classrooms in secondary agricultural education classrooms in Kentucky. Data were collected through quantitative pretests and posttests from student participants (n = 168) and teacher participants (n = 8). The findings indicated that student participants in single-sex classrooms had higher academic performance, better attendance, and an increased gain in interest in the agriculture, food, and natural resources career pathway. Students participants in coeducational classrooms had less discipline referrals. Teacher participants’ expectation were related to student performance. Recommendations are made for further research and changes in teacher preparation practice.

Digital Object Identifier (DOI)