Single - sex Education in Northern Canada: A Case Study of Trapline Elementary School

Abstract

In this article I present findings from a 2012 case study of a northern Canadian public school organizing its classes in a single - sex configuration. Trapline School 1 , a Kindergarten to Grade 7 (K - 7) school in the, Yukon Territory, Canada, began organizing classes employing a single - sex configuration in 2007. The purpose of this research was to gain insights into the current status of single - gender education at Trapline School based on the perspectives of a range of stakeholders. This study specifically identifies and presents the perspectives of teachers, students, former students, School Council (comprised of parents), and school administration. Emerging from the analysis are a number of findings, including the perceived benefits and strengths of a single - sex approach to schooling and areas requiring further consideration or improvement. The study identifies the need for greater clarity regarding what is expected to be accomplished by the implementation of single - sex classes.