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Lewis, Jeffrey L., und Eunhee Kim. „A Desire to Learn: African American Children's Positive Attitudes toward Learning within School Cultures of Low Expectations“. Teachers College Record: The Voice of Scholarship in Education 110, Nr. 6 (Juni 2008): 1304–29. http://dx.doi.org/10.1177/016146810811000602.
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Background Scholars are bringing much-needed attention to the persistent problem of academic underachievement among African American children in the United States, who continue to lag behind White school children in all socioeconomic groups. This is especially true of impoverished African Americans. Although some link these outcomes to poor student attitudes, recent scholarship casts doubt on the prevalence and significance of the role of adversarial attitudes on school outcomes. In addition, most of the extant research of student attitudes among African American students reflects research with middle school and high school students. We know little about the attitudes of elementary-age African American children living in low-income neighborhoods. Focus of Study This qualitative study aims to address this gap in our knowledge by examining whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. We also examine how what African American children say they want in teachers relates to what we document as good teaching. Research Design This study used a qualitative design that included face-to-face interviews with children, participant observation in the school and after-school labs, and videotape of classroom interactions in after-school sites. We helped establish the after-school sites as pedagogical laboratories designed to examine how less skilled teachers learn to improve their practice and how children learn with an exemplary teacher. Data Analysis We content-analyzed interview data to examine how children defined and described effective and ineffective teaching. We also used content analysis of participant observations to assess school climate and institutional culture. We developed a code manual to content-analyze videotaped lab data to identify characteristics of the after-school lab that supported positive and productive classroom behaviors in the students. Conclusions We conclude that low-come urban children do want to learn, regardless of their actual demonstrated ability levels, and they appear to be resilient in this respect. We found that elementary school-age low-income African American children are aware of strengths and deficiencies in their teachers and can name each explicitly. Even within controlling or negative school environments that reflect a pervasive culture of low expectations, they overwhelmingly expressed a desire for teachers who treated them well, helped them learn, and who were fair and caring toward them. Moreover, given the opportunity to work with a teacher who worked with them in ways consistent with what they looked for in good teachers, the children in our study responded with productive classroom behaviors.
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Thomas, John P. „Influences on Mathematics Learning and Attitudes among African American High School Students“. Journal of Negro Education 69, Nr. 3 (2000): 165. http://dx.doi.org/10.2307/2696230.
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Witherspoon, Karen McCurtis, Suzette L. Speight und Anita Jones Thomas. „Racial Identity Attitudes, School Achievement, and Academic Self-Efficacy Among African American High School Students“. Journal of Black Psychology 23, Nr. 4 (November 1997): 344–57. http://dx.doi.org/10.1177/00957984970234003.
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Marryshow, Derrick, Eric A. Hurley, Brenda A. Allen, Kenneth M. Tyler und A. Wade Boykin. „Impact of Learning Orientation on African American Children’s Attitudes toward High-Achieving Peers“. American Journal of Psychology 118, Nr. 4 (01.12.2005): 603–18. http://dx.doi.org/10.2307/30039088.
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Abstract This study examined Ogbu’s widely accepted thesis that African American students reject high academic achievement because they perceive its limited utility in a world where their upward mobility is constrained by racial discrimination. Boykin’s psychosocial integrity model contends that Black students value high achievement but that discrepancies between their formative cultural experiences and those imposed in school lead them to reject the modes of achievement available in classrooms. Ninety Black children completed a measure of attitudes toward students who achieve via mainstream or African American cultural values. Participants rejected the mainstream achievers and embraced the African American cultural achievers. Moreover, they expected their teachers to embrace the mainstream achievers and reject those who achieved through high-verve behavior. Results suggest that Boykin’s thesis is a needed refinement to Ogbu’s ideas. They indicate that Black children may reject not high achievement but some of the mainstream cultural values and behaviors on which success in mainstream classrooms is made contingent.
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Ramirez, Amelie G., Luis F. Velez, Patricia Chalela, Jeannie Grussendorf und Alfred L. McAlister. „Tobacco Control Policy Advocacy Attitudes and Self-Efficacy Among Ethnically Diverse High School Students“. Health Education & Behavior 33, Nr. 4 (31.05.2006): 502–14. http://dx.doi.org/10.1177/1090198106287694.
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This study applied self-efficacy theory to assess empowerment to advocate on behalf of tobacco control policies. The Youth Tobacco Survey with added policy advocacy self-efficacy, attitudes, and outcome expectations scales was given to 9,177 high school students in Texas. Asians showed the lowest prevalence of experimentation and current smoking, followed by African Americans. Anglo-Europeans had higher rates of current smoking. Latino male students had the highest experimentation and current smoking rates. Policy advocacy self-efficacy was higher among African Americans. Latinos scored lowest. Asians had the highest level of approval for tobacco control policies. African Americans had the highest scores in policy advocacy outcome expectations, followed by Asians and Latinos. Anglo-Europeans scored lowest. Students who had never tried smoking had the highest scores in all three scales, with a decreasing trend as the frequency of smoking increased. Associations with smoking status remained significant when controlling by gender and ethnicity
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Aguilar, O. M., T. M. Waliczek und J. M. Zajicek. „Growing Environmental Stewards: The Overall Effect of a School Gardening Program on Environmental Attitudes and Environmental Locus of Control of Different Demographic Groups of Elementary School Children“. HortTechnology 18, Nr. 2 (Januar 2008): 243–49. http://dx.doi.org/10.21273/horttech.18.2.243.
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The objectives of this study were to examine an interdisciplinary and experiential approach to environmental education by use of a youth gardening program for third through fifth grade students. In addition, this study evaluated the gardening program's effectiveness on promoting positive environmental attitudes and a high environmental locus of control with children. A questionnaire was developed from three existing instruments and was used to collect information concerning environmental attitudes, locus of control as it related to environmental actions, and demographic information of respondents. No statistically significant differences were found on either variable in comparisons of experimental and control group responses. However, students from both groups exhibited positive environmental attitudes. Demographic comparisons indicated that children with previous gardening experience scored significantly higher on the environmental attitude and environmental locus of control statements when compared with children without gardening experience. Girls scored significantly higher than boys on environmental attitude and environmental locus of control scores. Caucasians scored significantly higher when compared with African-Americans and Hispanics on environmental attitude scores, and Caucasians scored significantly higher when compared with African-Americans on environmental locus of control scores.
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Chan, Hsun-Yu, Ting-Lan Ma, Guan K. Saw und Yen-Ming Huang. „High School Course-Completion Trajectories and College Pathways for All: A Transcript Analysis Study on Elective Computer Science Courses“. Education Sciences 12, Nr. 11 (13.11.2022): 808. http://dx.doi.org/10.3390/educsci12110808.
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Whereas researchers regard high school math and science coursework as the best indicator of college readiness for students in the United States, computer science coursework and its relationship to college attendance, particularly for minoritized students, have not received due attention despite its root in the mathematical and scientific reasoning ability. We examined students’ high school course completion patterns across subjects and grade levels with a special focus on elective computer science courses and whether the coursework pattern transitions worked differently for minoritized students in Texas, USA. Latent profile analysis and latent transition analysis revealed multiple patterns of coursework, including Regular, Trailing, and Computer Science-Intensive. However, high school students seemed to attempt computer science courses with an experimental attitude. High school girls, low-income, and Latinx and African American students were less likely to complete computer science courses, despite demonstrating a similar coursework pattern in the previous year. Similarly, students with limited English proficiency, those eligible for free- or reduced-price lunch programs, and Native American students systematically have a lower chance to attend college, despite sufficient academic preparation in high school. Findings highlight the challenges minoritized students face and how students approach elective computer science courses in high school.
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Wu, Linden, Elizabeth A. Schlenk, Susan M. Sereika und Elizabeth Miller. „3558 Do Recognition, Behavioral Intentions, and Attitudes of Adolescent Relationship Abuse (ARA) Serve as Protective Factors Against Future ARA and Cyber Dating Abuse (CDA)?“ Journal of Clinical and Translational Science 3, s1 (März 2019): 60. http://dx.doi.org/10.1017/cts.2019.141.
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OBJECTIVES/SPECIFIC AIMS: To create prevention strategies targeting ARA and CDA, it is critical to educate and mold adolescent recognition, behavioral intentions, and attitudes regarding healthy dating relationships. Thus, the purpose of this study was to examine if high school students’ recognition of ARA, the students’ behavioral intentional to intervene during ARA episode of someone they know, and the students’ attitudes about the importance of healthy relationship serve as a protective factors against experiencing ARA. Aim 1: Do baseline (T1) recognition, behavioral intentions, and attitudes serve as protective factors against experiencing ARA in high school students at 3-month follow-up (T2)? Aim 2: Do baseline (T1) recognition, behavioral intentions, and attitudes serve as protective factors against CDA in high school students at 3-month follow- up (T2)? METHODS/STUDY POPULATION: To examine the relationships between recognition, behavioral intentions, and attitudes of ARA and CDA, a secondary analysis using a descriptive correlational design was used to analyze electronic survey data from a large randomized controlled parent study. The parent study consisted of 1,011 high school students ages 14 to 19 years who sought health service through one of eight school-based health clinics in California. This secondary analysis consisted of 819 students, with 640 (78.1%) female, 178 (21.7%) males, and 1 (0.2%) transgender participant. There were 42 (5.1%) Caucasians, 141 (17.2%) Asians, 218 (26.7%) African Americans, 313 (38.2%) Hispanics, 42 (5.1%) American Indians/Alaskan Natives, and 63 (7.7%) students who responded multi-racial. To measure recognition of ARA, a 10-item, 5-point Likert scale was used with responses ranging from 1=“not abusive” to 5=“extremely abusive” (Cronbach’s a = 0.85). To assess behavioral intentions to intervene, a 5-item, 5-point Likert scale was used to ask participants how likely they would be to stop the ARA behavior if they witness a peer perpetrating ARA with responses ranging from 1=“very unlikely” to 5=“very likely” (Cronbach’s a = 0.89). A 6-item, 3-point Likert healthy relationship tool measured participants’ attitudes regarding healthy relationship with responses ranging from 1=“not important” to 3=“very important”. Both ARA and CDA were assessed using a “yes/no” response choice for the lastthree months. To account for the hierarchical nature of the data analysis, a binary logistic regression was used in SPSS 24. To take into account the clustering coefficients of the eight different school clinics and as well as the parent study’s intervention and control groups, these clusters were examined as co-variates. Sex, race, and age were included as covariates, also. RESULTS/ANTICIPATED RESULTS: The relationship status of high school students consisted of 262 (32.0%) who were single, 97 (11.8%) who were going out, dating, or hooking up with more than one person, 423 (51.7%) who were seriously dating one person, and 37 (4.5%) who were not sure. At 3-month follow-up assessment, 111 (13.6%) of high school students experienced ARA, and 476 (58.1%) experienced CDA. The mean recognition of ARA score was 3.90 + 0.67, mean behavioral intentions score was 4.00 + 0.83, and mean attitudes score was 2.54 + 0.37. When examining the full ARA model including all three predicators controlling for the demographics and group assignment, none of the predictor variables were significant (p>0.05) in predicting ARA in high school students. Also, all three predictors were not significant in predicting ARA in the main effects model. When examining the full CDA model, with no interaction, all three predictors were significant. Recognition had 0.784 decrease odds (95% CI = 0633-0.971, p = 0.026) of predicting CDA. However the odds of CDA increase non-linearly up to the mean (2.537709) for the attitudes variable after which the odds then decreases non-linearly. The odds of CDA is increasing non-linearly up to 3.073913 for the behavioral intention variable after which the odds then decrease non-linearly. DISCUSSION/SIGNIFICANCE OF IMPACT: Adolescence is typically a time of exploration, transition, and social development. Researchers should investigate the efficacy of ARA and CDA prevention programs that focus on recognition, behavioral intentions, and attitudes to educate adolescents on healthy relationships. Results showed that behavioral intention to intervene and attitudes about healthy relationship can serve as protective factors against CDA. From our data, more students experienced CDA compared to ARA. Thus, it may by useful to recognize the use of technology as a social force within the adolescent culture in defining adolescents’ experiences of healthy relationships and potential experience of CDA.
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Warren, Kimberly R., Elizabeth A. Parker, Maryam Ganjavi, Karen Watkins-Lewis, Sarah Clar, Suzanne Randolph Cunningham und Yolandra Hancock. „Peer-Led Focus Groups Identify Barriers to Healthy Lifestyle in African American Adolescents from Baltimore City“. Ethnicity & Disease 33, Nr. 4 (01.12.2023): 163–69. http://dx.doi.org/10.18865/ed.33.4.163.
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Objectives Black youth are disproportionately affected by the US obesity epidemic. Early-age obesity often continues into adulthood and is associated with a higher risk of diabetes, cardiovascular disease, and premature death. Few studies have incorporated community-based participatory research (CBPR) facilitated by youth to provide frank discussions among teens living in inner cities about challenges and facilitators in maintaining a healthy weight and to design teen-identified interventions. Design Black youth (n=10) were recruited from a Baltimore City high school during the 2019 to 2020 academic year and were trained by seasoned investigators and mentored by graduate and undergraduate students on qualitative methods using CBPR. These youth then implemented focus groups with their peers aged 15 to 18 years (10 focus groups of 10 teens each). Topics included healthy lifestyle knowledge, behaviors, attitudes, and suggested interventions. Content analyses were conducted using dual-rater techniques. Results Focus group themes yielded strengths and challenges of weight maintenance for Black youth at various levels, including in their personal lives, families, school, and community. Themes also suggested several technology-based possibilities using social media to reach Black youth about healthy living practices. Conclusions Engagement of Black youth in CBPR projects can yield valuable data to design more culturally responsive and developmentally appropriate interventions. Youth are competent collectors of information to identify needed changes in their schools/communities and about the use of technology/social media to facilitate improved health practices among their peers and should be involved early in the process of developing targeted obesity prevention interventions and/or programs.
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Noell, John, Dennis Ary und Terry Duncan. „Development and Evaluation of a Sexual Decision-Making and Social Skills Program: "The Choice is Yours-Preventing HIV/STDs"“. Health Education & Behavior 24, Nr. 1 (Februar 1997): 87–101. http://dx.doi.org/10.1177/109019819702400109.
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A series of interactive videodisc programs designed to reduce HIV/STD risk behaviors was developed and evaluated. Separate programs were developed for each of three race/ethnicities (African American, Hispanic, and Caucasian) at each of two age levels (middle school and high school) using extensive formative procedures. Each program uses scenarios with extensive branching story lines to teach decision-making skills and socially appropriate responses to potentially risky sexual situations. In a randomized experiment with 827 students, significant changes were observed at posttest for the four constructs assessed: (1) belief that sex occurs as a result of decisions (vs. "it just happens"), (2) belief that even a single incident of unprotected sex can result in an STD or pregnancy, (3) intentions and attitudes toward use of condoms, and (4) self-efficacy in remaining abstinent (i.e., avoiding sex). At 30-day follow-up, three of the four measures remained significant.
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Christian, Colmore, Santosh Ojha und Berneece Herbert. „Minority High School Students in Non-Math-Science-Oriented and Math-Science-Oriented Majors: Do They View the Environment Differently?“ Social Sciences 7, Nr. 8 (07.08.2018): 130. http://dx.doi.org/10.3390/socsci7080130.
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The aim of the study was to investigate differences, if any, in environmental attitude, knowledge, experience and participation, between non-math-science (NMS) and math-science (MS) high school students from minority ethnic groups. A 16-item survey instrument was used for data collection. Participants were students at eight high schools in Madison County, Alabama, USA who were enrolled in North Alabama Center for Educational Excellence’s (NACEE’s) 2014 and 2015 summer programs. Eighty-six completed questionnaires were collected, the majority from Black/African-American and Hispanic minority ethnic groups. Pearson’s chi-square test and Spearman rho correlation were applied to assess differences and relationships between the groups. We found high level of positive attitude (NMS [95%] and MS [98%]) towards environmental protection among both groups; however, no statistically significant differences were evident. While both groups had low levels of participation and engagement in environmental protection and outdoor recreation activities, the MS group had comparatively higher participation than the NMS group. The relationship between participation and satisfaction was significantly positive for MS students and significantly negative for NMS students. To increase minority students’ knowledge and participation in pro-environmental activities in the future, Alabama’s Environmental Education Program should emphasize selective activities (e.g., involving students’ families and communities in environmental initiatives, providing opportunities to students to socialize and have fun with nature, and encouraging age-appropriate teaching and learning approaches).
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Wiese, Lisa, und JuYoung Park. „DIGITAL LEARNING AND ONLINE CHAIR YOGA FOR RURAL UNDERSERVED OLDER ADULTS AT RISK OF COGNITIVE DECLINE“. Innovation in Aging 6, Supplement_1 (01.11.2022): 94. http://dx.doi.org/10.1093/geroni/igac059.372.
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Abstract We conducted a randomized control trial to test the feasibility of an online chair yoga intervention among rural older adults at risk for cognitive decline in an underserved, racially/ethnically diverse community. Participants were randomly assigned to either chair yoga (n=15) or computer brain games (n=15). Prior to the 12-week intervention, a computer training program was provided to all participants by local high school students, who followed a previously tested curriculum, and mentored the older adults in attending sessions. Digital literacy and cognitive, physical, and psychosocial measures were collected at baseline, 3 weeks, and post-intervention, with 3 and 6-month follow-up. We assessed students’ attitudes toward older adults pre/post-intervention. Both student and resident samples were 98% minority (African American, Latino, and Afro-Caribbean), with residents’ average age of 67.5 (SD = 8.3), years lived rural 38 (M = 11.5), and initial digital literacy of 48.5%. Additional outcomes will be detailed in this presentation.
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Smit, Denine, und Voet Du Plessis. „Sexual Harassment in the Education Sector“. Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, Nr. 6 (09.06.2017): 172. http://dx.doi.org/10.17159/1727-3781/2011/v14i6a2613.
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Education should safely shape the minds and attitudes of young adults and children, especially with the in loco parentis principle in mind. Young adults who have experienced sexual harassment in the very environment that should have protected them as learners suffer greatly from social problems and from emotional and academic strain. Victims often become future harassers themselves. Sexual harassment should be eradicated from the education sector in toto to ensure a safe learning environment. High incidences of harassment have been found among college students in America, while a very small percentage of such transgressions have been reported. Similar statistics in South African universities are not available, the problem is therefore managed in a void. The position in schools is more alarming. In South Africa it has been found that 30 per cent of girls are raped at school and that male learners and educators are the main culprits. Not only is the magnitude of this problem gravely underestimated, but the effect of sexual harassment on learners has also not been managed properly. The authors argue that the focus is on avoiding legal responsibility and accountability, rather than on being proactive. The historic invisibility of sexual harassment in education can be attributed to the wrongful silencing thereof.
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Barnes, Jonathan, und Alex Ntung. „A School for Humanity: Confronting Division and Trauma Through Lived Values in Burundi“. Journal of Education and Training Studies 12, Nr. 1 (01.12.2023): 81. http://dx.doi.org/10.11114/jets.v12i1.6424.
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The Burundi American International Academy is an independent school in central Africa. It was established eight years ago expressly to generate potential leaders motivated to build peace, humanity and economic development in an impoverished country beset by political, ethnic, environmental and development challenges. The purpose of this research is to evaluate progress toward achieving the school’s aims to create such leaders through instilling and modelling the values of integrity, excellence, responsibility, passion, compassion and respect .The study used qualitative approaches including semi-structured conversations, observations, video, questionnaires and follow-up interviews to provide data. Data was analysed using Grounded Theory to identify the characteristics of a model intended to deliver sustainable positive change in social processes through education.Significant findings were that the school had developed a strong, united, persuasive and perhaps self-fulfilling narrative about its successes. This narrative shared between teachers, students, governors and parents, included convincing evidence of deep understanding of the relationship between values and action at macro and micro levels. The strong motivation among teachers and other adult participants towards sustaining its aims was reinforced by evidence of frequent values discussions and values-focussed in-service training.Theory arising from grounded research led to discussion on staff training and curriculum coverage. This included suggestions on involving connections to the school’s humanitarian values and philosophy, cross-curricular approaches to Sustainable Development Goals and closer relations between the subject disciplines. Establishing inclusive values within a privileged minority in a divided and impoverished society and balancing charitable attitudes with aspirations to high status, were revealed as significant challenges for the school. While student admission to North American universities may result in losing of some promising future leaders, the school offers a globally transferrable example of how to establish and sustain a values-creating school.
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Cavas, Bulent. „Editorial“. Science Education International 35, Nr. 2 (23.06.2024): 71–72. http://dx.doi.org/10.33828/sei.v35.i2.e.
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In this June 2024 issue of the Science Education International, we are proud to present an array of scholarly articles that highlight the diverse and innovative approaches to science education from ten different countries: Türkiye, Greece, Estonia, Latvia, Philippines, USA, Thailand, United Arab Emirates, South Africa, and China. This collection underscores the global commitment to enhancing science education through varied methodologies, cultural contexts, and unique challenges. Some of these articles were presented at the 7th ICASE World Science and Technology Education Conference, held in Dubai between March 27 and 30, 2024, further enriching the discussions with insights shared among global experts. The first article is from Türkiye. The article mentions that the rise in STEM education has led to more authors promoting Arduino in STEM. While research exists on Arduino and STEM separately, more studies on their relationship are needed. This study uses software tools (Vosviewer, Biblioshiny) and bibliometric methods, analyzing documents from Scopus (2013-2022). Performance analysis showed publication and citation trends, highlighting top contributors. Bibliographic mapping revealed conceptual, intellectual, and social structures. Results indicated prolific authors and institutes in Türkiye, with the most cited from the USA. Türkiye may soon lead due to high growth rates and younger documents. The study warns of potential monopolization and highlights the need for increased researcher mobility and collaboration. Overall, Arduino shows great promise in future STEM activities. The second article is from Greece. The article surveys primary students in Greece on their views toward STEM education based on urban or rural settings and gender. The sample included 281 students from Attica and 69 from a Greek province. Data was collected via a close-ended digital questionnaire. Most students felt good at math and science but unlikely to pursue related careers. They reported strong communication and cooperation skills. Rural students showed more confidence in improving their math and science skills, the usefulness of STEM knowledge, and awareness of environmental issues. Boys showed slightly more interest in STEM careers. The study suggests further research on geographical, gender, and socioeconomic disparities in STEM education. The third article, a case study from Estonia, aimed to enhance pre-service science teachers’ readiness for integration, inquiry-based learning (IBL), ICT use, and real-life applications in teacher training. It explored their perceptions of these methods and how their views evolved over time. A questionnaire was administered to 50 pre-service science teachers before and after their 2-year training, with data analyzed qualitatively and quantitatively. Findings showed that teachers studying multiple science subjects valued integration, IBL, ICT use, and real-life examples more, with significant perception changes over time. Nearly half did not see IBL as crucial, and only a quarter recognized the importance of ICT. The fourth article is from Latvia. The article addresses that teacher competence management and development are now school responsibilities, but school leaders often lack the tools and experience. Competence management in schools can involve identifying and implementing professional development (PD) tailored to teachers' needs. Unlike the "one size fits all" approach, personalized PD can be more effective. This study focuses on identifying science teacher profiles to improve teaching that promotes student conceptual understanding (CU). Using a mixed-method approach, the performance of 26 urban science teachers was observed and analyzed. The study identified six distinct teacher profiles, demonstrating varied PD needs and offering a methodology for using lesson observation data to create teacher profiles in small samples. The fifth article is the second article from Greece. The study examines 12th-grade students' understanding of "orbital" and "electron cloud" concepts in quantum contexts (n=1 and n=2) through verbal and pictorial representations. It involved 192 students from six urban schools in Northern Greece using a paper-and-pencil assessment. Results show students struggle more with verbal explanations than pictorial ones and exhibit inconsistencies between these representations. They understand the electron cloud better verbally, but the orbital better pictorially. Representations for n=2 are more challenging than for n=1. Students were categorized into four classes based on their profiles, with implications for science education discussed. The sixth article is written by researchers from the Philippines and the USA. This meta-analysis study (2017-2021) assessed the impact of Socio-Scientific Issues (SSI)-based approaches on learners' conceptual understanding, environmental attitudes, and pro-environmental behavior. Analyzing various SSI techniques, the findings revealed a strong positive influence on understanding complex environmental issues and promoting sustainable behavior. The study noted that SSI fosters critical thinking and engagement but also identified potential publication biases. It emphasized the need for context-specific strategies and interdisciplinary collaboration in climate change education. Overall, the SSI approach helps develop proactive, environmentally conscious citizens capable of addressing global issues. The seventh article is from USA. The study investigated the impact of an active project-based, aquaculture constructivist-learning program on high school students' perceptions. It aimed to determine if the program influenced students' interest, engagement, and future educational and career aspirations in STEM fields, both inside and outside the classroom. The study also sought to understand students' knowledge about aquaculture and skill development post-program participation. Qualitative data were gathered through post-student focus groups, teacher journal reflections, and public newspaper articles from three rural high schools in Kentucky. Four main themes emerged: (1) students demonstrated excitement and enthusiasm in the hands-on aquaculture program; (2) students exhibited attention to detail in aquaculture tasks, leading to increased responsibility; (3) students engaged collaboratively with their peers; and (4) there was a greater interest and confidence in STEM through practical application. The results indicated that the program engaged learners in real-world problem-solving and decision-making situations, fostering collaboration and enhancing skills such as responsibility and self-confidence in STEM. The eighth article is from Thailand. This research assessed the ability of Thai grade 10 students to construct scientific explanations and explored differences based on learning achievement, attitude toward science, and school size. The study involved 231 students from Phetchaburi province, Thailand, with 77.5% demonstrating moderate ability levels. Significant differences were found in students' ability levels based on their learning achievement, attitude toward science, and school size. The study also revealed correlations between students' ability levels and their learning achievement, attitude toward science, and school size. Students with higher learning achievement, positive attitudes, and attendance at larger schools tended to have higher ability levels. However, there was no significant relationship between students' attitudes toward science and school size. These findings emphasize the importance of considering individual differences and backgrounds, particularly in terms of learning achievement, attitude toward science, and school size, when teaching science. The ninth article is from United Arab Emirates (UAE). This mixed-approach study explores the effects of virtual science laboratories on students' motivation and attitude toward science. Conducted in an American curriculum private school in Dubai, the research surveyed 237 students from grades 7 to 11. Results show that virtual laboratories positively impact students' overall motivation, including intrinsic motivation, perceived usefulness, effort, perceived self-efficacy, and attitude toward science. Perceived self-efficacy and perceived usefulness significantly influence students' attitudes toward science, with perceived self-efficacy being a predictor of their effort. The tenth article is from South Africa. This study examines the effectiveness of Khan Academy Videos (KAVs) in rural thermodynamics education. 88 students were divided into two groups: one taught traditionally (control group [CG]) and the other using KAVs (experimental group [EG]). Results show significant improvement in learning outcomes and engagement with KAVs, with EG scores increasing by 61% compared to 31% in the CG. Pre-tests and post-tests were used to measure academic performance, and a mixed-method approach analyzed results and feedback. The study highlights the positive impact of KAV integration on student performance, especially in resource-limited rural schools, suggesting its transformative potential in enhancing teaching quality. The eleventh article is from China. The article analyzes 30 documents from Web of Science and CNKI databases to compare and understand the role of science teachers in China and overseas. The research highlights slow development in both Chinese and English publications, with most studies in theoretical exploration. The role of science teachers encompasses five main aspects: Role expectation, role orientation, role identification, role transformation, and role enactment. Combining the "should be" research from Chinese publications with the "real" research from English publications could lead to a more comprehensive understanding and positive interaction. This analysis provides a basis for future research on the role of science teachers. As a final remark, the Science Education International stands as a vital platform for advancing science education globally. By disseminating innovative research, effective teaching practices, and transformative educational methodologies, the journal fosters a deeper understanding and appreciation of science among educators and students alike. Its contributions are instrumental in shaping future generations of scientists and informed citizens, ensuring that science education continues to evolve and thrive in an ever-changing world. I warmly invite all science educators, researchers, and practitioners to contribute to the Science Education International. Your innovative research, insightful perspectives, and practical experiences are crucial in shaping the future of science education. By sharing your work, you will help advance the field, inspire fellow educators, and enrich the learning experiences of students worldwide. Join us in our mission to promote excellence and innovation in science education by submitting your manuscripts and becoming part of our vibrant, global community
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Petti, Emily, Pamela Rakhshan Rouhakhtar, Mallory J. Klaunig, Miranda Bridgwater, Caroline Roemer, Nicole D. Andorko, Joseph S. DeLuca et al. „M241. MENTAL HEALTH TREATMENT-SEEKING IN INDIVIDUALS WITH HIGH LEVELS OF PSYCHOSIS-LIKE EXPERIENCES: IMPACT OF TRAUMA AND RACE“. Schizophrenia Bulletin 46, Supplement_1 (April 2020): S227—S228. http://dx.doi.org/10.1093/schbul/sbaa030.553.
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Abstract Background Despite increases in psychiatric treatment-seeking in the U.S., sociodemographic and racial inequalities in mental health service utilization and quality of care remain, particularly among Black/African-American populations. Factors including trauma and racial discrimination impact psychosis spectrum symptom severity, but little is known about how these factors uniquely impact treatment-seeking behaviors and attitudes among youth with psychosis-like experiences (PEs). The current study examined the associations between trauma, discrimination, self-reported PEs, race, and treatment-seeking among a racially diverse group of college-aged youth endorsing high levels of PEs. Methods Participants were college students between 18 - 25 years of age (N = 177). The sample included individuals with self-reported race of Asian, Black, or White who endorsed PEs at a “high-risk” cutoff level as per the Prime Screen or Prodromal Questionnaire (PQ), commonly used measures of PEs. Analyses included the PQ total score to measure PEs; trauma history was assessed with the Life Events Checklist (total number of lifetime traumatic experiences endorsed); discrimination was measured by the 9-item situation section of the Experiences of Discrimination questionnaire. Participants self-reported mental health service utilization in the past 2 months (current), before 3 months ago (past), as well as how strongly they were considering seeking mental health care (future). Binary logistic regressions were used to analyze the associations between past and current help-seeking and race, trauma, discrimination, and PEs. A multiple linear regression analysis was performed to evaluate the associations between future treatment-seeking and race, PEs, trauma, and discrimination. Results Participants with higher PQ scores were more likely to endorse past (b = 0.04, SE = 0.15, χ2[1] = 8.03, p < .01, OR = 1.04), current (b = 0.05, SE =0.02, χ2[1] = 8.99, p < .01, OR = 1.05), and future treatment (b = 0.04, t(1) = 3.32, p < .01, f2 = 0.07). Asian and Black participants were significantly less likely than their White peers to have received past treatment (bAsian = -1.94, SEAsian = 0.47, χ2Asian[1] = 17.15, pAsian < .001, ORAsian = 0.14; bBlack = -1.53, SEBlack = 0.48, χ2Black[1] = 10.04, pBlack < .01, ORBlack = 0.22), current treatment (bAsian = -1.56, SEAsian = 0.51, χ2Asian[1] = 9.41, pAsian < .01, ORAsian = 0.21; bBlack = -1.06, SEBlack = 0.52, χ2Black[1] = 4.20, pBlack < .05, ORBlack = 0.35), and to be considering future treatment (bAsian = -0.51, tAsian (1) = -1.94, pAsian = .06, f2Asian = 0.02; bBlack = -0.58, tBlack (1) = -2.02, pBlack < .05, f2Black = 0.03). Experiences of trauma significantly predicted past treatment (b = 0.30 SE = 0.12, χ2[1] = 6.44, p < .05, OR = 1.35), but not current or future treatment (ps > .05). Experiences of discrimination did not significantly predict self-reported treatment variables across all analyses (all ps > .05). Discussion The current study examined the associations between race, trauma, PEs, discrimination, and psychiatric treatment-seeking in college students with high levels of psychosis-like experiences. Self-reported PE scores and race were significantly associated with all treatment-seeking variables, while experiences of discrimination were not significantly associated with help-seeking. Results suggest race-related disparities in help-seeking patterns among college-educated youth and young adults. These findings have implications for engaging racial and ethnic minorities in mental health treatment who are experiencing psychosis-like symptoms to alleviate these symptoms and any associated functional impairments or distress.
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Rodríguez Izquierdo, Rosa María. „Estudio de las actitudes hacia la escuela y de las expectativas educativas de los estudiantes de origen inmigrante“. education policy analysis archives 23 (20.12.2015): 127. http://dx.doi.org/10.14507/epaa.v23.2161.
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The ongoing arrival of a number of immigrants to the Spanish educational system is triggering deep social transformations. Year after year, schools clearly see the number of newcomers from different countries increase. Immigrant youth are often linked to negative student attitudes toward school and low educational expectations but few studies inquire about these representations from students’ own perspectives. The research method involved conducting interviews with 189 students in secondary and junior high schools of Seville province (Spain) who had immigrant backgrounds from Latin America, Africa, Asia, and countries of Eastern Europe. The study concludes that these immigrant students feel strongly committed to their studies, demonstrating a high sense of educational expectation, and differences existed according to the geographical origin and time in Spain. These data question the stereotyped, reductionist generalizations linking immigrant youth with poor school performance and poor positive attitudes towards school.
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Watson, Mark B., und Graham B. Stead. „Black South African Adolescents' Attitudes about Studying“. Psychological Reports 80, Nr. 3 (Juni 1997): 861–62. http://dx.doi.org/10.2466/pr0.1997.80.3.861.
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Black South African high school students ( N = 523) were questioned about their attitudes and motivation towards studying. Analysis indicated that the students expressed negative attitudes toward studying and were concerned about failing. 34% indicated a lack of interest in most school subject matter.
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Holcomb-McCoy, Cheryl. „Transitioning to High School: Issues and Challenges for African American Students“. Professional School Counseling 10, Nr. 3 (Februar 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000306.
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Although there is a growing body of literature on students' transition from middle school to high school, much of the literature fails to take into consideration the distinctive racial and environmental circumstances of African American students. This article reviews literature related to the transitioning of African American students and discusses the unique challenges that African American students experience during adolescence. Counseling interventions are delineated and implications for school counseling professionals also are discussed.
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Hart, Caroline O., Christian E. Mueller, Kenneth D. Royal und Martin H. Jones. „Achievement Goal Validation Among African American High School Students“. Journal of Psychoeducational Assessment 31, Nr. 3 (05.12.2012): 284–99. http://dx.doi.org/10.1177/0734282912466726.
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Shi, Qi, und Ramon Goings. „What Do African American Ninth Graders Discuss During Individual School Counseling Sessions? A National Study“. Professional School Counseling 21, Nr. 1 (Januar 2017): 2156759X1877880. http://dx.doi.org/10.1177/2156759x18778803.
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To investigate the topics that African American ninth graders discuss during individual counseling sessions, we used the High School Longitudinal Study of 2009. Results showed that ninth-grade African American students most frequently talked with school counselors about going to college, math courses, and other courses. African American male students were more likely than female students to talk to school counselors about science courses. Socioeconomic status and school belonging had significant impact on the topics African American students raised in individual counseling sessions. We provide discussion and implications for school counselors.
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Lester, David, und Denise Anderson. „Depression and Suicidal Ideation in African-American and Hispanic American High School Students“. Psychological Reports 71, Nr. 2 (Oktober 1992): 618. http://dx.doi.org/10.2466/pr0.1992.71.2.618.
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Lynn, Marvin, Jennifer Nicole Bacon, Tommy L. Totten, Thurman L. Bridges und Michael Jennings. „Examining Teachers’ Beliefs about African American Male Students in a Low-Performing High School in an African American School District“. Teachers College Record: The Voice of Scholarship in Education 112, Nr. 1 (Januar 2010): 289–330. http://dx.doi.org/10.1177/016146811011200106.
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Background/Context The study examines teachers’ and administrators’ perspectives on the persistent academic failure of African American male high school students. The study took place between 2003 and 2005 in a low-performing high school in Summerfield County, a Black suburban county in the Mid-Atlantic region of the United States with a poverty rate below 8%, according to the 2000 United States census. At the time of the study, there were a number of initiatives across the state designed to address what was being referred to as “the minority achievement gap.” The researchers—most of whom were African American faculty and graduate students at the University of Maryland—were interested in understanding what teachers and other school personnel such as counselors and administrators would have to say about why African American students, particularly males, tended to persistently underperform on standardized measures of achievement, had higher rates of suspension and expulsion from school, were overrepresented in special education, and had significantly higher dropout rates than all other subgroups in this mostly Black and middle-class suburban school district. Purpose and Research Questions In the present article, we build on the work of scholars of critical race studies in education and scholars concerned about teachers’ impact on student achievement to explore teachers’ beliefs about African American students, and we discuss the possible implications for African American males in troubled schools. We used critical race ethnographic methods to collect data on the following research questions: (1) How does a low-performing high school in a low-performing school district cope with the persistent problem of African American male underachievement? (2) In particular, how do teachers and administrators understand the problem? (3) How might this impact their ability to work successfully with African American male students? Setting The study took place in Summerfield County, a majority-Black suburban county in the Mid-Atlantic region of the United States. The county is known as the wealthiest Black county in the nation. With over 100,000 students, its school district is one of the largest and lowest performing in the state. At the time of the study, the district was ranked 23rd out of 24 districts in the state in measures of standardized achievement. The research took place in a midsized all-Black high school in a section of the county that is contiguous with one of the poorer sections of a nearby city. The high school, with a 99% Black population of slightly fewer than 1,000 students, was one of the lowest performing high schools in the district. Participants The main participants in the study consisted of two groups: (1) a sample of 50 teachers, administrators, and counselors, and (2) a subsample of 6 teachers in art, music, technology, social studies, and math who participated in ongoing individual interviews, a focus group, and classroom observations. Research Design This study involved a series of focus groups, formal and informal interviews with teachers, counselors, and administrators, and 18 months of ethnographic observations in the school. Conclusions Researchers found that school personnel overwhelmingly blamed students, their families, and their communities for the minority achievement gap. In short, the school was pervaded by a culture of defeat and hopelessness. Ongoing conversations with a smaller group of teachers committed to the success of African American male students revealed that the school was not a safe space for caring teachers who wanted to make a difference in the lives of their students.
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Land, A’Lesia, Jason R. Mixon, Jennifer Butcher und Sandra Harris. „Stories of Six Successful African American Males High School Students“. NASSP Bulletin 98, Nr. 2 (24.03.2014): 142–62. http://dx.doi.org/10.1177/0192636514528750.
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Wade, Jay C., und Olayiwola Okesola. „Racial Peer Group Selection in African American High School Students“. Journal of Multicultural Counseling and Development 30, Nr. 2 (April 2002): 96–109. http://dx.doi.org/10.1002/j.2161-1912.2002.tb00482.x.
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Rust, Jonathan P., Margo A. Jackson, Joseph G. Ponterotto und Fran C. Blumberg. „Biculturalism and Academic Achievement of African American High School Students“. Journal of Multicultural Counseling and Development 39, Nr. 3 (Juli 2011): 130–40. http://dx.doi.org/10.1002/j.2161-1912.2011.tb00146.x.
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Bacon, Ellen, Fran Jackson und Kathryn Young. „Voices of African American Boys with Behavior Problems Perspectives on Schooling“. Multiple Voices for Ethnically Diverse Exceptional Learners 8, Nr. 1 (01.11.2005): 1–16. http://dx.doi.org/10.56829/muvo.8.1.cn510wn4502547p4.
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The authors examined the perspectives of African American boys on topics related to culturally responsive teaching, cultural discontinuity, and differential treatment. Participants in focus group interviews were 19 elementary and middle school students identified as having emotional and behavioral disorders or chronic behavior problems. Transcripts of the taped interviews were coded and analyzed for common themes. Students described good and caring teachers as those who provided assistance to them, did not give up on them, made them behave, and helped them stay out of trouble. The students' beliefs about the importance of earning respect from their peers, the importance of standing up for themselves in physical and verbal challenges, and the lack of reliance on teachers to resolve conflicts are not consistent with expected school behaviors and put the students at risk for conflicts and misunderstandings. Attitudes toward academic achievement varied by school, with students from one of the middle schools saying their peers valued achievement and students from the other two schools reporting peer pressure not to achieve academically. Students reported being treated differently because of their label, reputation, and race. Involving students and their perspectives in developing culturally responsive schools are discussed as well as implications for teachers and school personnel.
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Tyler, Kenneth, Lynda Brown-Wright, Danelle Stevens-Watkins, Deneia Thomas, Ruby Stevens, Clarissa Roan-Belle, Nadia Gadson und La Toya Smith. „Linking Home-School Dissonance to School-Based Outcomes for African American High School Students“. Journal of Black Psychology 36, Nr. 4 (17.11.2009): 410–25. http://dx.doi.org/10.1177/0095798409353758.
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Freeman, Kassie. „Increasing African Americans' Participation in Higher Education: African American High-School Students' Perspectives“. Journal of Higher Education 68, Nr. 5 (September 1997): 523. http://dx.doi.org/10.2307/2959945.
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Bruce, Angelia M., Yvette Q. Getch und Jolie Ziomek-Daigle. „Closing the Gap: A Group Counseling Approach to Improve Test Performance of African-American Students“. Professional School Counseling 12, Nr. 6 (August 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200603.
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This article evaluated the impact of a group counseling intervention on African-American students’ achievement rates during the spring administration of high-stakes testing at a rural high school in Georgia. Eighty percent ofeligible students who participated in the intervention received passing scores on the four sections tested during the spring administration of the Georgia High School Graduation Tests (GHSGT), and all participating students received passing scores on the English Language Arts and Math sections of the GHSGT. Additionally, the achievement gap between African-American students and White students on the Enhanced Math narrowed during the 2007-2008 testing period, with 63.2% of African-American students achieving pass rates as compared to 70.5% of White students. The pass rate increased from the 38.7% pass rate among African-American students from the previous school year, indicating that the intervention was successful in improving pass rates on high-stakes testing. Implications for professional school counselors include utilizing the practice of group counseling and disaggregating data to promote achievement among underachieving student subsets.
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Nasir, Na’ilah Suad, Milbrey W. McLaughlin und Amina Jones. „What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School“. American Educational Research Journal 46, Nr. 1 (März 2009): 73–114. http://dx.doi.org/10.3102/0002831208323279.
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In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational data to examine the nature of racial identity meanings for African American students, their relation to academic engagement and achievement, and how they were fostered by the school context. Findings show that students embraced (and were offered differential access to) different meanings of African American racial identity and that these meanings were differentially related to achievement and engagement.
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Stewart, Endya B. „Individual and School Structural Effects on African American High School Students' Academic Achievement“. High School Journal 91, Nr. 2 (2007): 16–34. http://dx.doi.org/10.1353/hsj.2008.0002.
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Lester, David, und Adrienne DeSimone. „Depression and Suicidal Ideation in African American and Caucasian Students“. Psychological Reports 77, Nr. 1 (August 1995): 18. http://dx.doi.org/10.2466/pr0.1995.77.1.18.
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In a sample of 52 high school students and 81 college students, scores on the Beck Depression Inventory and current suicidal ideation were associated with high school versus college status but not with gender or race.
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Clark, Lawrence M., Eden M. Badertscher und Carolina Napp. „African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation“. Teachers College Record: The Voice of Scholarship in Education 115, Nr. 2 (Februar 2013): 1–36. http://dx.doi.org/10.1177/016146811311500201.
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Background/Context Recent research in mathematics education has employed sociocultural and historical lenses to better understand how students experience school mathematics and come to see themselves as capable mathematics learners. This work has identified mathematics classrooms as places where power struggles related to students’ identities occur, struggles that often involve students’ affiliations with racial, ethnic, and gender categories and the mathematics teacher as a critical agent in students’ mathematics identity development. Frameworks for identifying resources that mathematics teachers draw on to teach are evolving, and emerging dimensions of teachers’ knowledge, namely knowledge of students’ lived experiences and histories, as well as teachers’ experiences and identities, are increasingly being considered alongside more traditional dimensions of the knowledge teachers draw on in their practice. Purpose The purpose of this article is to explore the perspectives and practices of two African American mathematics teachers, Madison Morgan and Floyd Lee, as they support their African American students’ mathematics identity formation and development. Participants At the time of the study, Morgan and Lee were high school mathematics teachers in a large urban school district. Both participants were selected for this analysis because of considerable differences in their life histories, pedagogical approaches, and perspectives. Research Design Each teacher was observed approximately 25 times and interviewed 9–10 times. The primary data for this analysis consist of a subset of observations and interviews for the purposes of conducting a qualitative cross-case analysis that examines themes, similarities, and differences in Morgan's and Lee's approaches to supporting their students’ mathematics identity development. Findings Morgan's and Lee's experiences, perspectives, and practices characterize two very different perspectives of what constitutes a positive mathematics identity, while both maintain connections to race and racial identities. In both cases, there exists a subtle paradox in the underlying motivations that the teachers communicated in their interviews related to socializing their African American students and the practices they actually employ in their classrooms. Furthermore, both teachers made use of their capacity to serve as models and motivators for students’ current and future success in mathematics. Conclusions/Recommendations If equitable high-quality mathematics instruction is a sincere goal of the mathematics education community, we strongly recommend that researchers further explore the ways that teacher identity, including those dimensions associated with race, class, and gender, serves as an instructional and motivational resource as teachers work to create productive and meaningful learning environments for their students.
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Romisher, Jason. „By Pen, Sword, and Struggle“. Past Imperfect 21, Nr. 1 (01.10.2019): 77–110. http://dx.doi.org/10.21971/pi29356.
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This article is an examination of African American high school student activism during the black freedom struggle by youth from Lawnside, New Jersey; one of ten self-governing African American communities in the United States. A critical factor in Lawnside’s historical narrative is that its young people both historically and today attend segregated elementary school and then integrated high school in the historically all white community of Haddon Heights. From 1965-1971, many African American young people from Lawnside were inspired to address decades of inequality and African American educational and cultural concerns by engaging in acts of collective violence and non-violent direct action. These protest efforts included a boycott, two sit-ins, a protest march, and a formal list of demands. African American high school students from Lawnside expressed similar grievances to African American youth in other locations, they demonstrated considerable activist autonomy from parents and outside organizations, and female students often held positions of influence and leadership.
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Banks, Joy. „African American College Students' Perceptions of Their High School Literacy Preparation“. Journal of College Reading and Learning 35, Nr. 2 (März 2005): 22–37. http://dx.doi.org/10.1080/10790195.2005.10850171.
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Flowers, Tiffany A., und Lamont A. Flowers. „Factors Affecting Urban African American High School Students' Achievement in Reading“. Urban Education 43, Nr. 2 (März 2008): 154–71. http://dx.doi.org/10.1177/0042085907312351.
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Holcomb-McCoy, Cheryl. „Transitioning to High School: Issues and Challenges for African American Students“. Professional School Counseling 10, Nr. 3 (Februar 2007): 253–60. http://dx.doi.org/10.5330/prsc.10.3.t786743452x51lk2.
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Means, Darris R., Ashley B. Clayton, Johnathan G. Conzelmann, Patti Baynes und Paul D. Umbach. „Bounded Aspirations: Rural, African American High School Students and College Access“. Review of Higher Education 39, Nr. 4 (2016): 543–69. http://dx.doi.org/10.1353/rhe.2016.0035.
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Williams, J. H., L. E. Davis, S. D. Johnson, T. R. Williams, J. A. Saunders und V. E. Nebbitt. „Substance Use and Academic Performance among African American High School Students“. Social Work Research 31, Nr. 3 (01.07.2007): 151–61. http://dx.doi.org/10.1093/swr/31.3.151.
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Gregory, Anne, und Aisha R. Thompson. „African American high school students and variability in behavior across classrooms“. Journal of Community Psychology 38, Nr. 3 (April 2010): 386–402. http://dx.doi.org/10.1002/jcop.20370.
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Lee, Stacey. „More than "Model Minorities" or "Delinquents": A Look at Hmong American High School Students“. Harvard Educational Review 71, Nr. 3 (01.09.2001): 505–29. http://dx.doi.org/10.17763/haer.71.3.k055628l18wp51v6.
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Hmong American youth are often stereotyped by the popular press as either high-achieving "model minorities" or low-achieving "delinquents." In this ethnographic study, Stacey Lee attempts to move beyond the model minority image of 1.5-generation students and the delinquent stereotype of second-generation students to present a more complex picture of Hmong American students' school experiences. The author explores the way economic forces, relationships with the dominant society, perceptions of opportunities, family relationships, culture, and educational experiences affect Hmong American students' attitudes toward school, and the variation that exists among 1.5- and second-generation youth. This article provides insight into how forces inside and outside school affect attitudes toward education, and suggests possibilities for ways in which schools might better serve these students. (pp. 505–528)
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Peña, Robert A. „Cultural Differences and the Construction of Meaning“. education policy analysis archives 5 (08.04.1997): 10. http://dx.doi.org/10.14507/epaa.v5n10.1997.
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The relationships between student achievement, student culture and practitioners' attitudes and expectations were investigated. Student achievement was defined as academic performance but also included perceptions, rationales and explanations for student behaviors and conduct. Student culture described student's Mexican American origins, customs and beliefs. Practitioners' attitudes described how middle school personnel perceived Mexican American high and underachieving students generally, and practitioners' expectations described how personnel interacted and behaved toward Mexican American students. Results indicated that Mexican American students perceived themselves and school personnel perceived these students as different from Anglo students. Mexican American cultural traditions were also perceived as inferior and disadvantageous by high achieving Mexican American students and by personnel. Underachieving Mexican American students generally valued their cultural traditions more positively than high achieving students becoming resistant to learning when these traditions were marginalized in school. Student achievement was also related to student compliance, student appearance, styles in written and verbal communication and practitioners' perceptions about the willingness of Mexican American students to practice and support Anglo norms. These findings are congruent with theories that discuss relationships between student achievement, student culture and practitioners' attitudes and expectations. Theories about school failure occurring less frequently in minority groups that are positively oriented toward their own and the dominant culture were contradicted and not supported in this research.
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Boyd-Starke, Kimberly, Oliver W. Hill, John Fife und Marcina Whittington. „Religiosity and HIV Risk Behaviors in African-American Students“. Psychological Reports 108, Nr. 2 (April 2011): 528–36. http://dx.doi.org/10.2466/13.20.21.pr0.108.2.528-536.
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The participants were 256 African-American students between the ages of 18 and 25, from two historically Black universities. The purpose of this study was to see how dimensions of religiosity and spirituality influenced the HIV risk behavior in African-American college students. Each participant completed the Expressions of Spirituality Inventory (ESI) and a survey of sexual attitudes, beliefs, and behaviors. The data were analyzed using a series of ANOVAs, t tests, and correlations. The results from the study confirmed that there was a relationship between religiosity/spirituality and one's tendency to engage in HIV risk behaviors in the population of African-American college students. Interestingly, this study was able to reveal that traditional indicators of religiosity, such as association and church attendance, were not predictors of any of the risky sexual behaviors or attitudes. The portions of religiosity with the greatest impact on these behaviors were the Experiential/Phenomenological, the Existential Well-being, and the Cognitive dimensions, with high scores on each indicative of less likelihood of engaging in risky sexual behaviors.
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Thomas, Duane E., Catherine P. Bradshaw, Jessika H. Bottiani, Heather L. McDaniel und Katrina J. Debnam. „Coping Power in the City: Promoting Coping in African American Male Students“. Professional School Counseling 25, Nr. 1_part_4 (Januar 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040002.
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This article describes efforts to adapt an adolescent version of the Coping Power program, called Coping Power in the City, for use with high school students attending an urban school district with high concentrations of students exposed to community violence and challenges related to elevated tensions between youth and police. The goal of this group-based preventive intervention is to provide a comprehensive, school-based approach to stem rates of violence, discipline problems, and related mental health concerns for adolescents. A novel feature is the integration of a school police component into the intervention model with concurrent supports for students, parents, and teachers to supplement school counseling efforts. We present an overview of the program and a rationale for its adaptation to meet the needs of African American males in urban high schools. We summarize baseline data for 514 ninth graders (46% African American males) across 10 urban high schools participating in a randomized controlled trial. We also address lessons learned and implications for school-based counseling practices for African American male students and engagement of school police officers in urban high schools.
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Franklin, Mary E. „Culturally Sensitive Instructional Practices for African-American Learners with Disabilities“. Exceptional Children 59, Nr. 2 (Oktober 1992): 115–22. http://dx.doi.org/10.1177/001440299205900204.
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This article discusses the cultural and educational needs of African-American learners with disabilities. Six theoretical assumptions establish some basic suppositions about culturally and linguistically diverse learners and effective instructional practices. A review of the literature describes African-American cultural practices, interests, and cognitive styles; highlights the attitudes, perceptions, and instructional practices of effective teachers of African-American students; and includes patterns of teacher-student and peer-group interactions that promote high academic achievement among African-American learners. Recommendations include organizing teaching, learning, and performance in ways that are compatible with the social structure of African-American students with disabilities.
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Brown, Courtney, Lauren Cline und J. Robinson. „Transformative Learning in an African American Agriculture Course“. Journal of Agricultural Education 63, Nr. 1 (01.04.2022): 62–79. http://dx.doi.org/10.5032/jae.2022.01062.
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Despite agricultural education’s prioritized efforts to increase diversity, people of color remain minimally represented. The overwhelming majority of all School-Based Agricultural Education (SBAE) teachers are White, non-Hispanic. The limitations of SBAE teachers’ prior experiences or knowledge base of ethnic and racial diversity could lead to challenges in successfully supporting minority students. Agricultural education programs play an essential role in supporting preservice teachers’ attainment of deeper understanding by providing multicultural education curriculum that encourages growth in their critical awareness of diverse cultures. The purpose of our study was to evaluate the transformative learning experience of students completing an African American (AA) Agriculture course. This study analyzed responses provided by students both at the beginning and end of the course experience to understand if and to what degree the transformative learning process occurred. Findings revealed evidence of transformative learning among the students in the way of six emergent themes that described their perceptions, attitudes, and beliefs about AA agriculture when comparing responses acquired before and after the completion of the course. With the limited representation of AA teachers in SBAE programs, the evaluation of the transformative learning process of students in this course may open the door to create a more culturally inclusive environment in SBAE and the agricultural industry as a whole.
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Parker, Janise S., Jasmine N. Garnes, Emily D. Oliver, Avery Amabile, und Ashwini Sarathy. „It Takes a Village: Understanding African American High School Students’ Self-Determination in School“. School Psychology Review 49, Nr. 2 (21.04.2020): 111–29. http://dx.doi.org/10.1080/2372966x.2020.1717371.
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Servoss, Timothy J. „School Security and Student Misbehavior“. Youth & Society 49, Nr. 6 (12.12.2014): 755–78. http://dx.doi.org/10.1177/0044118x14561007.
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Despite a nationwide trend to increase security measures in schools, their effectiveness in reducing or preventing student misbehavior remains largely unexamined. In addition, there is concern that increased security may have unintended negative side effects and is applied inequitably across students of disparate racial/ethnic backgrounds. The purpose of this study was to explore student differences between high- and low-security schools and to understand the relationship of security to student misbehavior. Data from 10,577 Grade 10 students from 504 public schools from the Education Longitudinal Study were examined. Numerous differences in students served by high- and low-security schools were noted; high-security schools were more likely to serve African American students. Security was negatively associated with student self-reported misbehavior but was unrelated to teacher ratings. Security interacted with race/ethnicity such that African American students were rated as having higher levels of disruptive and attendance-related misbehavior by teachers in schools with higher levels of security.
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Fletcher Jr., Edward C., und Tony Xing Tan. „Black Lives Matter: Examining an Urban High School STEAM Academy Supporting African American Students, Families, and Communities using a Healing-Centered Approach“. International Journal of Multiple Research Approaches 13, Nr. 1 (30.04.2021): 41–54. http://dx.doi.org/10.29034/ijmra.v13n1a2.
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In this study, we used an exploratory sequential mixed methods research design to examine how an urban high school STEAM (Science, Technology, Engineering, Arts, and Mathematics) themed academy—with a 98% African American/Black and 100% economically disadvantaged student population—provided wraparound services to demonstrate care for students, families, and the community. We also studied how their school efforts promoted student engagement. In Phase 1, we collected qualitative data to examine the wraparound supports and philosophies that the school stakeholders (N = 39) used to promote a sense of caring as well as community. In Phase 2, we analyzed quantitative survey data from the African American/Black academy students (N = 177) on their levels of engagement (behavioral, cognitive, and emotional) in the school and compared them to African American/Black students at a comprehensive high school (N = 179). Based on a combination of perspectives of school personnel, school stakeholders, and results from the high school survey of student engagement, we found that the wraparound services provided equitable supports for economically disadvantaged students, was instituted using a healing-centered mindset, and enabled the school personnel and stakeholders to adopt a no excuse disposition. Even further, we found that in comparison to students at the large comprehensive high school, the academy students had statistically and practically significantly higher scores on behavioral engagement (p < .001; d = .58), and statistically significantly higher scores on cognitive engagement (p < .01; d = .31). There was no statistically significant difference in emotional engagement (p = .98). Our findings highlight best practices for ensuring equity for African American/Black high schools in the wake of both the Black Lives Matter movement and the COVID-19 pandemic.