Journal articles on the topic 'High schools-girls'
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TSUCHIDA, Yoko. "Images of Girls' High Schools in Newspaper Media." Journal of Educational Sociology 74 (2004): 149–67. http://dx.doi.org/10.11151/eds1951.74.149.
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Light, Harriett. "Sex Differences in Adolescent High-Risk Sexual and Drug Behaviors." Psychological Reports 82, no. 3_suppl (June 1998): 1312–14. http://dx.doi.org/10.2466/pr0.1998.82.3c.1312.
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The Youth Risk Behavior Survey, administered to 545 girls and 551 boys in 18 high schools in a midwestern state during spring of 1997, indicated few statistically significant differences between boys and girls in high-risk sexual behaviors and drug use; however, significantly more girls reported engaging in several high-risk behaviors.
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Angrist, Joshua, and Victor Lavy. "The Effects of High Stakes High School Achievement Awards: Evidence from a Randomized Trial." American Economic Review 99, no. 4 (August 1, 2009): 1384–414. http://dx.doi.org/10.1257/aer.99.4.1384.
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The Israeli matriculation certificate is a prerequisite for most postsecondary schooling. In a randomized trial, we attempted to increase certification rates among low-achievers with cash incentives. The experiment used a school-based randomization design offering awards to all who passed their exams in treated schools. This led to a substantial increase in certification rates for girls but had no effect on boys. Affected girls had a relatively high ex ante chance of certification. The increase in girls' matriculation rates translated into an increased likelihood of college attendance. Female matriculation rates increased partly because treated girls devoted extra time to exam preparation. (JEL I21, I28, J16)
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Evans-Winters, Venus E. "Flipping the Script: The Dangerous Bodies of Girls of Color." Cultural Studies ↔ Critical Methodologies 17, no. 5 (January 9, 2017): 415–23. http://dx.doi.org/10.1177/1532708616684867.
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Girls of color have been left out of discussions on youth participatory action research (YPAR) as well as gender- and race-based scholarship related to school marginalization. How Black girls and other girls of color experience girlhood is undertheorized. In this particular discussion, high school girls themselves expose the ways in which girls are punished in schools. Using participatory action research (PAR), high school students unveil girls of color experiences in schools as “dangerous bodies.” The author asseverates that Black girls and other girls of color “flip the script” by becoming conscientious and active agents in social change through the research process.
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Irwin, Katherine. "Punitive Exclusion and Therapeutic Support: Race, Gender, Class, and Multidimensional Control of High School Girls." Sociological Perspectives 63, no. 5 (March 7, 2020): 833–50. http://dx.doi.org/10.1177/0731121420908893.
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The 1980s brought a sharp upturn in punitive practices in U.S. schools. One negative result of harsh school discipline has been that poor students of color have been punished at disproportionate rates, with the racial disparity in sanctions being dramatic among girls. Some have argued that support services can undermine multiple inequalities in punitive exclusion, although very little research has examined how inequalities function in schools that offer support services as well as punishment. During a 13-year ethnography of girls’ experiences and school staff’s responses to students in one high school in Oahu, Hawai‘i, I found that school staff and girls had different definitions of safety. Elaborating on critical race, intersectional, and black feminist theories, I examine the disconnect between girls’ and staff’s understandings of school safety and offer a nuanced understanding of multiple exclusions in schools.
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Cohen, Michele. "Boys' and Girls' High School: Art and Politics in the Civil Rights Era." Prospects 30 (October 2005): 715–49. http://dx.doi.org/10.1017/s0361233300002246.
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The story of public art in the United States is also the story of American democratic institutions. Our public schools in particular, malleable and shifting under changing societal expectations, provide clues about the nature of our educational enterprise in their very design and the commissioned art that enhances them. In New York City, home to the nation's largest public school system and one of the first, art in schools is a barometer of aesthetic preferences and a measure of larger social issues. The constellation of events that led to the decentralization of New York City's schools in 1970 also led to the creation of an outstanding collection of work by African-American artists at Brooklyn's Boys' and Girls' High School.Better known for its athletics and as the school that hosted Nelson Mandela than for its public art, Boys' and Girls' High School first opened its doors as the Central School, with a Girls' department on Nostrand Avenue and a Boys' department on Court Street. In 1886, the Girls' department moved into a new building on Nostrand Avenue and in September 1890 school officials changed the official organization of the school to two schools, with Girls' High School on Nostrand Avenue (with added wings under construction) and Boys'High School (under construction) on Marcy Avenue. By 1960, efforts were under way to build a replacement school. The planning of the new Boys' and Girls' High School coincided with the fight by New York City minority groups for local school control, and the commissioning of art for the new building was paradigmatic of this struggle.
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Owens, Laurence D. "Sticks and stones and sugar and spice: girls' and boys' aggression in schools." Journal of Psychologists and Counsellors in Schools 6, S1 (May 1996): 45–56. http://dx.doi.org/10.1017/s103729110000323x.
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According to official figures, most of the trouble in schools is caused by boys. This is because boys are more openly disruptive and overtly aggressive. However, recent research has uncovered forms of aggression more common among girls. This paper reports on a study in South Australian schools which explores gender and developmental differences in aggression. A peer estimation scale was administered to students in years 2, 6, 9 and 11 in two high schools and four primary schools. Boys were found to be more physically and verbally aggressive than girls but girls used more indirect forms of aggression during the high school years. The gender differences in aggression are linked to gender differences in friendship patterns. Implications for schools are briefly discussed.
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Acar, Ömer. "An investigation of grade level and gender-based science achievement gaps in schools with different science achievement levels." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (December 24, 2019): 01–16. http://dx.doi.org/10.14527/pegegog.2020.001.
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Science achievement gap between fifth, sixth, and eighth grades and boys and girls in low and high performing schools were under investigation in the present study. In accordance with this purpose, three schools were selected to represent high performing schools and two schools were selected to represent low achieving schools for their performance on a nationwide exam. A total of 612 fifth, 816 sixth, and 604 eighth grade students in high achieving schools and 231 fifth, 364 sixth, and 328 eighth grade students in low achieving schools constituted the study sample. Students’ end of semester science grades were used as their science achievement measure. Results showed that students’ science achievement decreased from 5th grade to upper grades both in low and high achieving schools. In addition, they showed girls’ science achievement was higher than boys in several grade levels both in low and high achieving schools. Finally, results showed that science achievement gap between genders is more evident in high achieving schools.
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Morin, Aysel. "Dual Identities and Divided Lives: Muslim Girls at U.S. High Schools." Review of Communication 7, no. 2 (April 2007): 192–94. http://dx.doi.org/10.1080/15358590701371680.
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Santana, Danilo Dias, Diana Barbosa Cunha, Rosely Sichieri, and Gloria Valeria da Veiga. "Association of body image dissatisfaction with body mass index trajectory: the Adolescent Nutritional Assessment Longitudinal Study cohort." Jornal Brasileiro de Psiquiatria 69, no. 3 (July 2020): 187–96. http://dx.doi.org/10.1590/0047-2085000000279.
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ABSTRACT Objective To examine the association of body image dissatisfaction (BID) with body mass index (BMI) trajectory among students from a metropolitan area of Rio de Janeiro. Methods Data were analyzed for 809 middle school students followed from 2010 to 2013, and 1131 high school students followed from 2010 to 2012. BID was assessed using a body silhouettes scale. Type of school (public and private) was used as a proxy of socioeconomic status. Results In the middle school cohort, girls from private schools who wanted to have smaller and bigger silhouettes gained fewer BMI units than those who were satisfied with their body image ( p < 0.05). In the high school, girls from private schools who wished to have bigger and smaller silhouettes experienced greater BMI increase than girls who were satisfied with their body image ( p < 0.05). Also, in the high school cohort, boys from public schools who wished to have smaller and bigger silhouettes experienced smaller BMI increase than boys who were satisfied ( p < 0.05). Conclusion BID may be related to the BMI trajectory in girls from private schools and in boys from public schools.
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Parker, Lyn. "Religion, class and schooled sexuality among Minangkabau teenage girls." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 165, no. 1 (2009): 62–94. http://dx.doi.org/10.1163/22134379-90003643.
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This paper examines the meanings attached to sexuality and femininity by Minangkabau teenage girls in schools in West Sumatra, Indonesia. Schools in West Sumatra communicate a hegemonic, normative understanding of womanhood, and a moral consciousness of the female sexual body, to students. Different types of schools – academic, vocational and Islamic senior high schools – have a different ‘curriculum of the body’ (Lesko 1988) and differently discipline bodies and shape sexuality. School girls articulate their understanding of and practise their sexuality in ways that are characteristic of their class, gender and religiosity, mediated by their schools. The schools articulate a religiously-ordained and gendered social order, and impose social control. The different types of school render girls chaste and virtuous to varying degrees. Through everyday practices, this curriculum effects girls’ embodied experience of sexuality. Minangkabau teenage girls have a highly developed sense of their own sexuality, but, far from experiencing a sexual revolution as a result of globalization, most have developed a sexual awareness that is weighted with cultural and religious burdens. Minang female adolescent sexuality is a moral sexuality based on Islam and adat.
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Athanasou, James A., and Ray W. Cooksey. "Ability of high school pupils to estimate vocational interests: Some influences of demographic factors and context." Australian Educational and Developmental Psychologist 11, no. 2 (November 1994): 25–31. http://dx.doi.org/10.1017/s0816512200027036.
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ABSTRACTThis study examines the influence of demographic factors such as age, sex, and school setting on self-estimate ability. The subjects (N = 1814) in this study were administered an interest inventory (Vocational lnterest Survey) and a self-rating scale (Work Interest Survey). Similarity between self-estimate and measured interest profiles was assessed using the correlation between individual's profiles and the squared Euclidean distance (D2), and its components (elevation, scatter, and shape by scatter). There were significant differences between boys and girls on profile parameters of elevation, the overall distance between profiles, and self-estimate ability. Girls, on the whole, were better able to estimate the pattern of measured interests (0.62), compared to boys (0.55), but the magnitude of this difference between these coefficients (i.e., 0.07) was very small. Age differences between four age groups (14, 15, 16, and those over 16 years) were small. The mean correlation at 14 years was 0.64 compared with 0.57 at 16 years and 0.4 for those over 16 years. Differences between single-sex schools and co-educational schools were the third factor considered. Girls' schools had the highest correlation between the VIS and WIS profiles (0.63), followed by co-educational schools (0.58) and boys' schools had the lowest profile correlation (0.55).
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Agol, Dorice, Peter Harvey, and Javier Maíllo. "Sanitation and water supply in schools and girls' educational progression in Zambia." Journal of Water, Sanitation and Hygiene for Development 8, no. 1 (November 21, 2017): 53–61. http://dx.doi.org/10.2166/washdev.2017.032.
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Abstract There is much anecdotal evidence related to the importance of Water, Sanitation and Hygiene (WASH) in schools for girls' educational progression, yet a lack of comprehensive quantitative studies on linkages between WASH and educational indicators disaggregated by gender and grade. This paper aims to fill that gap by testing the hypothesis that the presence of water and sanitation facilities in schools can increase female-to-male enrolment ratios and reduce repetition and drop-out-ratios for girls, especially at ages when they menstruate. Quantitative analyses were undertaken of Education Management Information System (EMIS) data collected from over 10,000 schools in Zambia, to explore relationships between WASH facility provision in schools and enrolment, repetition and drop-out ratios disaggregated by gender and grade. Results indicated that improved sanitation provision in schools was correlated with high female-to-male enrolment ratios, and reduced repetition and drop-out ratios, especially for girls. A t-test revealed significant gender differences in grades 5–8 when many girls start to experience their menstrual cycle. Improved water supply in schools, however, did not reveal the same relationship. The findings confirm possible linkages between adequate toilets in schools and educational progression of girls.
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D'Souza, Pramila. "A STUDY TO ASSESS THE TFFECTIVENESS OF PLANNED TEACHING PROGRAMME (PTP) ON POLYCYSTIC OVARIAN SYNDROME (PCOS) AMONG ADOLESCENT GIRLS IN SELECTED HIGH SCHOOLS AT MANGALORE." Journal of Health and Allied Sciences NU 03, no. 03 (September 2013): 101–4. http://dx.doi.org/10.1055/s-0040-1703688.
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AbstractA study was done to assess the effectiveness of planned teaching programme (PTP) on polycystic ovarian syndrome (PCOS) among adolescent girls in selected high schools at Mangalore. The main objectives of the study were1. To assess the pre-test level of knowledge regarding PCOS among adolescent girls in Selected high schools at Mangalore.2. To evaluate the effectiveness of Planned Teaching Programme on knowledge regarding Polycystic Ovarian Syndrome among adolescent girls in selected high schools at Mangalore.3. To find the association between the pre-test knowledge score of adolescent girls and selected variables.An evaluatory approach with pre-experimental one group pre-test post-test design was used for the study. The subjects were 100 adolescent girls selected by convenience sampling technique. PTP was administered after the assessment of pre-intervention knowledge on PCOS. Post intervention knowledge was assessed on the 7th day of the administration of PTP through the same structured knowledge questionnaire. The results of this study in general showed, the significant difference between the mean pre-test and posttest knowledge score (t99=7.02, p<0.05).The significant difference was found in between all the areas. There was no association between the pre-test knowledge score and selected demographic variables. Hence it can be concluded that PTP was effective in gaining knowledge of adolescent girls on PCOS. which was evident in post-test knowledge score.
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Arafat, Afia, Noor Azizah Ahmad, and Sharifah Fazliyaton Shaik Ismail. "Socio-Cultural Gender Norms and Economic Barriers in The Context of Rural High School Girls’ Dropout in Bangladesh: A Qualitative Study." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 8 (August 10, 2021): 436–47. http://dx.doi.org/10.47405/mjssh.v6i8.962.
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While attending high schools, in Bangladesh, rural school girls face the pressure of socio-cultural gender norms and the barriers of economic deprivation. This paper aims to analyze the multifaceted connection between gender norms and economic deprivation of families in rural Bangladesh; and how the dynamics of the connection affect high school girls’ opportunities of further education. The paper identifies the major factors that lead girls to drop out of school. In-depth qualitative interview sessions were conducted with 5 rural high school dropout girls. The analysis incorporates both thematic and narrative analyses. The study finds that gender norms, socioeconomic realities, deprivation and poverty work as barriers; and affect girl’s future education by restricting girl’s opportunities and social mobility with the support of discriminatory gender norms and practices. Parents compromise on girls’ education by giving gender norms a priority. Instead of encouraging girls’ future education parents tend to ensure their daughter’s future in an early marriage. Among the financially challenged families, girls’ domestic duties are prioritized over their aspiration of getting education. Most parents are concerned about the sexual security/chastity of their girls, which also force girls to drop out of high schools. Few parents/guardians who encourage and support girls’ education usually take the initiative to bring changes by resisting social norms that obstruct and limit girls’ opportunities. The paper concludes that in the context of persistent socio-cultural gender norms, resistance against regressive gender ideologies and social norms are needed to bring positive changes in gender socialization.
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Thompson, Jennifer S. "The Effect of Single-Sex Secondary Schooling on Women's Choice of College Major." Sociological Perspectives 46, no. 2 (June 2003): 257–78. http://dx.doi.org/10.1525/sop.2003.46.2.257.
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This study examines the effect of attending an all-girls' high school on the sex-traditionality of women's choice of college major. Using data from the High School and Beyond study and multinomial logit analysis, the results indicate that women who attended all-girls' high schools (versus coed high schools) were more likely to major in sex-integrated fields, compared to highly female fields. The effect may be due in small part to feminist attitudes produced in an all-female high school environment but is not due to differences in coursework (particularly math) or test scores.
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URUSHI, Shihoko, Yuko KODAMA, and Takeo HIRATA. "Reviving Schools through Extra-curricular Activities Reform: A Case Study on Shinagawa Girls Junior and High Schools." Journal of Japan Society of Sports Industry 30, no. 3 (2020): 3_253–3_261. http://dx.doi.org/10.5997/sposun.30.3_253.
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Ellison, Glenn, and Ashley Swanson. "The Gender Gap in Secondary School Mathematics at High Achievement Levels: Evidence from the American Mathematics Competitions." Journal of Economic Perspectives 24, no. 2 (May 1, 2010): 109–28. http://dx.doi.org/10.1257/jep.24.2.109.
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This paper uses a new data source, American Mathematics Competitions, to examine the gender gap among high school students at very high achievement levels. The data bring out several new facts. There is a large gender gap that widens dramatically at percentiles above those that can be examined using standard data sources. An analysis of unobserved heterogeneity indicates that there is only moderate variation in the gender gap across schools. The highest achieving girls in the U.S. are concentrated in a very small set of elite schools, suggesting that almost all girls with the ability to reach high math achievement levels are not doing so.
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Gannagé-Yared, Marie-Hélène, Nicole Balech, Vanessa Farah, Marianne Antar, Rindala Saliba, and Elise Chahine. "Pediatric TSH Reference Intervals and Prevalence of High Thyroid Antibodies in the Lebanese Population." International Journal of Endocrinology 2017 (2017): 1–6. http://dx.doi.org/10.1155/2017/6372964.
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The aims of this study are to establish reference values for TSH in Lebanese schoolchildren; to look at the relationship between TSH and age, gender, BMI, socioeconomic status (SES), and thyroid antibodies (TAb); and to investigate the prevalence of abnormal TAb in this population. 974 Lebanese schoolchildren aged 8–18 years were recruited from 10 schools of different SES. Third-generation TSH, TPO-Ab, and Tg-Ab measurements were performed using the IMMULITE chemiluminescent immunoassay. The mean TSH is2.06±1.05 μUI/ml. TSH values are inversely correlated with agep<0.0001, are higher in boys than in girls (resp.,2.14±1.10and1.98±0.99 μUI/ml,p=0.017), and are positively correlated with BMIp<0.0001. They are also significantly higher in subjects from low-SES schoolsp=0.03and in girls with positive TAbp=0.026. In boys, TSH is independently associated with age, BMI, and schools’ SES (p=0.01,p=0.03, andp=0.026, resp.) while in girls, the association is only significant for age and TAb (p=0.0001andp=0.015, resp.). The prevalence of TAb is 4.3% (3% for TPO-Ab and 2.1% for Tg-Ab). Our results showed higher TSH values in the pediatric Lebanese population compared to western populations. TSH varies according to age, gender, BMI, and SES and is associated in girls with TAb.
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Esposito, Jennifer, and Erica B. Edwards. "When Black Girls Fight: Interrogating, Interrupting, and (Re)Imagining Dangerous Scripts of Femininity in Urban Classrooms." Education and Urban Society 50, no. 1 (September 3, 2017): 87–107. http://dx.doi.org/10.1177/0013124517729206.
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The recent death of Amy Joyner, a promising Wilmington, Delaware, high school sophomore demonstrates very clearly the ways in which Black girls are made vulnerable in urban schools. Joyner, an honor roll student, was jumped by a group of girls in the bathroom just before classes began. The alleged cause of the fight was jealousy over a boy. Black girls are bombarded with popular culture messages defining Black femininity along narrow notions of sex appeal, maintaining romantic relationships, and having the ability to fight. Black girls are neither invited in the process of critically examining their popular representation nor supported in thinking through its impact in their own lives. This aspect of the null curriculum, coupled with Black girls’ persistent criminalization, makes schools risky places for Black girls. They are left to navigate a society which misunderstands their gender performance without the support or opportunities they need to develop authentic definitions of self, all the while being held subject to beliefs, policies, and practices which surveil and contain them. Despite the neoliberal assault urban educators face, this article argues that urban educators have an epistemic responsibility to critically examine the denigration of Black womanhood in society, incorporate critical media literacy lessons as one response, and pedagogically support Black girls in the creation of counternarratives as a matter of ethical import. Without such practices, urban schools remain complicit in the physical and civic deaths of Amy Joyner, the girls who attacked her, and all other Black girls caught in the web of risk many urban schools leave unexamined.
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Angrist, Michele Penner. "Language Policy and Girls’ Education in Francophone West and Central Africa." Social Politics: International Studies in Gender, State & Society 26, no. 3 (December 6, 2018): 475–500. http://dx.doi.org/10.1093/sp/jxy036.
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Abstract Across Africa, weak states, poverty, high fertility, and early marriage pose barriers to girls’ schooling. Francophone West and Central Africa registers the continent’s lowest female literacy rates, in part because it inherited a weak educational infrastructure at independence, and is home to Muslim communities that initially rejected schools of Christian origin. Policies insisting on exclusively French-medium instruction have also been an obstacle to girls’ schooling. Such schooling was perceived as preparation for state employment not expected of females. Moreover, French-medium schools were perceived as a cultural threat even as girls were central to communities’ efforts to resist assimilation.
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Lucas Hamann, Keitha. "Music at Lincoln Junior High (Minneapolis) and the Lincoln Junior High Girls’ Band: 1923—1940." Journal of Research in Music Education 58, no. 1 (April 2010): 55–74. http://dx.doi.org/10.1177/0022429410362076.
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Examination of the music opportunities available to students in the junior high schools of the early twentieth century lends historical perspective to current challenges facing middle level music educators. This article describes the specific music offerings at Lincoln Junior High School in Minneapolis, Minnesota, from the school opening in 1923 to 1940, when financial challenges forced the reorganization of the music program. In many ways, the music curriculum at Lincoln Junior High School in Minneapolis was exemplary of the music experiences found in other junior high schools. The required curriculum was based on the general music model of the elementary school and included music appreciation and a strong emphasis on the development of music reading skills. Extracurricular “clubs” provided performance opportunities for young adolescent musicians. Choruses focused on preparing large-scale productions such as operettas and musicals, while instrumental groups participated in contests and festivals. Performances for school assemblies and civic groups provide evidence of the importance of connections to the community for junior high schools. The formation of the Girls’ Band at Lincoln in 1924 was unusual. In the absence of direct evidence, I postulate possible explanations for the founding of this unique ensemble.
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Toure, Alhassane, and Zuo Guoxin. "An Investigation Study Between Two Genders, Public And Private Schools, Through The Achievement Of The Pupils In The Exact Sciences: A Case Study Of Selected Secondary Schools In Conakry, Guinea." European Scientific Journal, ESJ 12, no. 1 (January 29, 2016): 140. http://dx.doi.org/10.19044/esj.2016.v12n1p140.
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We are in a changing society through which the equality of boys and girls has become a major scourge. In this study, we demonstrated in the first step, a comparative study between the scores of boys and girls in three different subjects (mathematics, physics and chemistry) at secondary level. The second was to conduct a survey through a questionnaire on the satisfaction of parents on the two types of schools (public and private) and their realization in the exact sciences. The investigation put into account the fact that some high schools are selected randomly in the capital Conakry after their preparatory examinations. The first comparative method used is descriptive and explanatory design based on a sample of 1,400 school students terminal (TSM and TSE) in three schools in the capital. From the results obtained, the level of achievement for girls in exact science is still weak as well as that of students in public schools. Their levels must be improved. To conduct this study, we randomly selected 300 students out of the total population of 1866 students .In addition 400 parents were questioned about the schools, 200 of each type. We chose the Student t-test to test the hypothesis of equality between the two types of comparisons (girls and boys, public and private schools). Indeed, the results of this study show a sign of weakness in the education of girls compared with boys and dominance of private schools over public schools. According Cronbach’s alpha surveys of parental satisfaction is 0.962 and 0.899, respectively (private and public). The equipment used by the researcher for data analysis is SPSS.
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Waldron, Linda M. "“Girls Are Worse”." Youth & Society 43, no. 4 (September 8, 2010): 1298–334. http://dx.doi.org/10.1177/0044118x10382031.
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This article uses a race-class-gender intersectional approach to analyze qualitative interviews with girls at two public high schools to better understand a common perception that “girls are worse” when it comes to school fights. Several different understandings of why girls fight emerged from the data. On one hand, girls’ perception of face-to-face verbal fights seemed to uphold a normative hegemonic feminine ideology. Girls fought because they were overly emotional and dramatic, or they fought over boys, adhering to a heterosexual script that is consistent with normative femininity. Yet on the other hand, sometimes girls who engaged in fights were also seen as transgressing this hegemonic ideology. They fought because they were “tomboys” or “gay girls,” this latter perception reinforcing a type of homophobic name-calling that was pervasive at the school. Finally, girls who were involved in strictly face-to-face physical fights were often constructed as “ghetto girls,” which highlighted racist stereotypes about violence in these schools. In contrast, girls themselves who had admitted to being in a face-to-face fight seemed to offer an alternative understanding of fighting. They explained fighting as a site of situated agency, where fighting was justifiable in certain contexts, especially when used as an avenue for self-defense or to gain power and respect among their cohorts.
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Thwala, S’lungile Kindness, Chinedu Ifedi Okeke, and Nokwanda Tshotsho. "Adolescent girls’ behavioural characteristics and their vulnerability to bullying in Manzini high schools." South African Journal of Education 38, Supplement 1 (October 31, 2018): S1—S9. http://dx.doi.org/10.15700/saje.v38ns1a1604.
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Taylor, Jonathan. "FAIRNESS TO GIFTED GIRLS: ADMISSIONS TO NEW YORK CITY’S ELITE PUBLIC HIGH SCHOOLS." Journal of Women and Minorities in Science and Engineering 25, no. 1 (2019): 75–91. http://dx.doi.org/10.1615/jwomenminorscieneng.2019026894.
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Trilk, Jennifer L., Dianne S. Ward, Marsha Dowda, Karin A. Pfeiffer, Dwayne E. Porter, James Hibbert, and Russell R. Pate. "Do physical activity facilities near schools affect physical activity in high school girls?" Health & Place 17, no. 2 (March 2011): 651–57. http://dx.doi.org/10.1016/j.healthplace.2011.01.005.
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Kohn, Eli. "Prayer services in Jewish religious high schools for girls in Israel - teachers' perspectives." Journal of Religious Education 68, no. 1 (March 13, 2020): 43–58. http://dx.doi.org/10.1007/s40839-020-00091-w.
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Sachan, Beena, M. Z. Idris, Reema Kumari, Savita Jain, and Ashutosh Singh. "Morbidity pattern among school going adolescent girls of a North Indian district." International Journal Of Community Medicine And Public Health 4, no. 6 (May 22, 2017): 2075. http://dx.doi.org/10.18203/2394-6040.ijcmph20172180.
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Background: The objective of the study was to assess the morbidity pattern among school going adolescent girls in Lucknow district of North India.Methods: A cross-sectional study was carried out in urban and rural schools of Lucknow district. Multistage random sampling was used to select the requisite number of girls. A total of 847 adolescent girls between 10 and 19 years of age were interviewed and examined physically from head to toe and any signs and symptoms of illness were recorded. Statistical analyses were done using percentage and Chi-square test.Results: Of 847 adolescent girls, around 64.8% were found to be sick at the time of the study. A maximum of 16.4% girls were suffering with hair problems followed by teeth and gum problems, which was 14.2%. 56.3% girls were suffering with iron deficiency and 0.5% girls with vitamin A deficiency. Riboflavin deficiency was statistically more (2.8%) in rural schools when compared to urban school girls (0.7%).Conclusions: This study reveals a high prevalence of morbidity. A strong need exists for planning and programming intervention activities for health needs in the area.
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Lavy, Victor, and Analía Schlosser. "Mechanisms and Impacts of Gender Peer Effects at School." American Economic Journal: Applied Economics 3, no. 2 (April 1, 2011): 1–33. http://dx.doi.org/10.1257/app.3.2.1.
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We present in this paper evidence about the effects and mechanisms of gender peer effects in elementary, middle, and high schools. For identification, we rely on idiosyncratic variations in gender composition across adjacent cohorts within the same schools. We find that an increase in the proportion of girls improves boys and girls' cognitive outcomes. These academic gains are mediated through lower levels of classroom disruption and violence, improved inter-student and student-teacher relationships, and lessened teachers' fatigue. We find no effect on individual behavior, which suggests that the positive effects of girls on classroom environment are mostly due to compositional change. (JEL I21, J16)
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Cordoba, Verónica, Olga Lucía Tovar-Aguirre, Sandra Franco, María del Pilar Escobar, Nelson Enrique Arias, Karly Louie, Gloria Ines Sanchez, and Isabel Garces-Palacio. "Barriers and Facilitators of Human Papillomavirus (HPV) Vaccination During the Implementation of the School-Based HPV Vaccine Program in Manizales, Colombia." Journal of Global Oncology 4, Supplement 1 (March 2018): 18s. http://dx.doi.org/10.1200/jgo.18.11000.
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Abstract 43 Purpose Colombia implemented a school-based human papillomavirus (HPV) vaccination program that consisted of a three-dose series in girls age 9 years in 2012. In 2014, the program included girls up to the last grade of high school, and the second and third doses were scheduled at 6 and 60 months. After a mass psychogenic response after vaccination that occurred from May to October 2014 in Carmen de Bolivar, vaccination rates dropped from 80% in 2012 and 2013 to 18% in 2014. The aim of the current study was to identify barriers and facilitators of HPV vaccine uptake in Colombia. Methods To develop quantitative instruments for a population-based survey, we conducted 19 qualitative interviews and 18 focus groups between September 2016 and February 2017. Participants were girls who were eligible to receive vaccination between 2012 and 2014 and their parents or legal representatives. Results Forty-nine girls who were selected from six schools of low (n = 2), medium (n = 2), and high (n = 2) socioeconomic level and 58 of their parents participated in the study. Eighty-one percent (40 of 49) of girls were age 12 to 15 years at the time of interview. No girls from schools of a low socioeconomic level and only two of 20 of their parents knew the etiology of cervical cancer. Pap smear cytology and condom use were the methods of cervical cancer prevention that were most often mentioned by parents. Only vaccinated girls from schools of a high socioeconomic level considered the HPV vaccine to be a good prevention alternative. Facilitators in adults were the desire to prevent disease in general and HPV. For both girls and their parents, listening to positive information about the vaccine facilitated vaccine uptake. Negative media information about the effects of the vaccine from the 2014 psychogenic event was the main barrier for vaccine uptake or series completion. Fifty-seven percent of girls and 30% of parents mentioned that, at the time of vaccination, information about the HPV vaccine was received mainly through government massive media campaigns, whereas approxiamtely one half of both parents and girls did not receive information from schools or health care services. Conclusion Our results suggest that improving HPV vaccination rates in Colombia will require a comprehensive education program, including mass media information about the HPV vaccine. AUTHORS' DISCLOSURES OF POTENTIAL CONFLICTS OF INTEREST No COIs from the authors.
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Yoon, Jina S., and Cheryl L. Somers. "Aggressive Content of High School Students' Tv Viewing." Psychological Reports 93, no. 3 (December 2003): 949–53. http://dx.doi.org/10.2466/pr0.2003.93.3.949.
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The purpose of this study was to examine high school students' exposure to television programming with aggressive content and to explore whether consumption of aggressive TV varied by sex and ethnicity. Participants were 472 boys and girls from two high schools, one urban and one suburban. Definitions of both direct and indirect aggression were used to rate TV programs, and the participants' exposure to both was assessed. Analysis yielded a statistically significant effect for sex but not ethnicity as girls watched more TV programs containing indirect aggression. Also, exposure to aggressive TV content peaked in Grade 10 and fell sharply thereafter. The importance of educating adolescents about the images they view is highlighted. Implications for research are discussed.
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Kılınç, Kıvanç. "Homemaker or professional? Girls' schools designed by Ernst Egli and Margarete Schütte-Lihotzky in Ankara, 1930-1938." New Perspectives on Turkey 48 (2013): 101–28. http://dx.doi.org/10.1017/s0896634600001904.
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AbstractDuring the early years of the Turkish Republic, modern architecture became an active tool in the representation of the bourgeois ideal of domesticity. The most significant component of the new Turkish family was the image of the “republican woman” as a nationally-constructed icon. By comparatively examining Ernst Egli's İsmet Paşa Girls' Institute (1930) and Ankara Girls' High School (1936) with Margarete Schütte-Lihotzky's unbuilt annex project for the latter (1938) this paper argues that girls' technical schools and girls' high schools contributed to the making of this much idealized image in considerably different ways. Such diversity enabled the governing elite in Turkey to make a class-based and spatially constructed categorization of women as economic actors: enlightened housewives specialized in one of the so-called “female arts” and upper-class professional women who would participate in public life. It is further argued that this categorization allowed Schütte-Lihotzky, in her design for the unbuilt high school annex in Ankara, to rework the broader “redomestication” issue which marked her earlier career in Weimar Germany.
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박화리. "A Study on the National Language Policy in Chosun Under Japanese Colonization －National Language Education of High Schools and Girls’ High Schools－." 아시아문화연구 34, no. ll (June 2014): 128–67. http://dx.doi.org/10.34252/acsri.2014.34..004.
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Kudła, Lucyna. "Schools of the Basilian Sisters in Jaworów during the Galician autonomy 1867-1918." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 115–27. http://dx.doi.org/10.14746/bhw.2018.38.8.
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In the second half of the nineteenth century, Galicia became an autonomous province in Austria-Hungary. In addition to political reforms, changes in education were proposed. The Polish language and teaching Poland’s history were introduced to schools. Private schools for girls were also founded with the objective of raising their level of education and preparing them for academic studies. Schools run by religious congregations played a significant role here. The schools were run mainly by Catholic orders including the Basilian Sisters of the Ukrainian Greek Catholic Church (Ordo Sancti Basilii Magni). They had their convent in Jaworów in Galicia where they established an elementary school, a teachers’ school and a boarding school for girls. Ukrainian was the language of instruction. These religious schools operated according to the same principles as state schools, taught the same subjects and used the same textbooks. School authorities carried out inspections of religious schools on an annual basis. The schools enjoyed a good reputation and offered a high level of education.
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Cienki, Scott J., and Charles I. Brooks. "Self-Esteem of High School Students as a Function of Sex, Grade, and Curriculum Orientation." Psychological Reports 64, no. 1 (February 1989): 191–94. http://dx.doi.org/10.2466/pr0.1989.64.1.191.
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Rosenberg's global measure of self-esteem was given to freshman and senior high school boys and girls enrolled in schools emphasizing different curricula, vocational-technical or college orientation ( ns = 46 and 56). In the former, boys' self-esteem scores were higher for seniors than for freshmen; in the latter school, however, boys' mean self-esteem was lower for seniors than for freshmen. Girls' means were lower for freshmen than seniors in the vocational school but were similar in the college-oriented school.
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Papanikolaou, M., N. Skenteris, and S. M. Piperakis. "Effect of external classroom noise on schoolchildren’s reading and mathematics performance: correlation of noise levels and gender." International Journal of Adolescent Medicine and Health 27, no. 1 (February 1, 2015): 25–29. http://dx.doi.org/10.1515/ijamh-2014-0006.
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Abstract The present study investigated the effect of low, medium, and high traffic road noise as well as irrelevant background speech noise on primary school children’s reading and mathematical performance. A total of 676 participants (324 boys, 47.9% and 352 girls, 52.1%) of the 4th and 5th elementary classes participated in the project. The participants were enrolled in public primary schools from urban areas and had ages ranging from 9 to 10 years and from. Schools were selected on the basis of increasing levels of exposure to road traffic noise and then classified into three categories (Low noise: 55–66 dB, Medium noise: 67–77 dB, and High noise: 72–80 dB). We measured reading comprehension and mathematical skills in accordance with the national guidelines for elementary education, using a test designed specifically for the purpose of this study. On the one hand, children in low-level noise schools showed statistically significant differences from children in medium- and high-level noise schools in reading performance (p<0.001). On the other hand, children in low-level noise schools differed significantly from children in high-level noise schools but only in mathematics performance (p=0.001). Girls in general did better in reading score than boys, especially in schools with medium- and high-level noise. Finally the levels of noise and gender were found to be two independent factors.
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Pharr, Jennifer, and Nancy L. Lough. "Considering Sport Participation as a Source for Physical Activity Among Adolescents." Journal of Physical Activity and Health 11, no. 5 (July 2014): 930–41. http://dx.doi.org/10.1123/jpah.2012-0238.
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Background:Studies have shown participation in sport is lower among girls than boys, decreases as students matriculate through high school, is lowest among Black and Hispanic girls and has a positive relationship with SES. With sport recognized as a contributor to physical activity and health in adolescents, consideration of diminishing rates of participation appears warranted. The purpose of this study was to identify patterns related to differences in self-reported sport participation between genders, ethnic groups, grades and SES.Methods:This study was a cross-sectional, secondary analysis of data collected for a sport interest survey. All students in grades 8–11 attending middle and high schools were provided an opportunity to participate in the survey. Data from 49,832 students were analyzed.Results:Among the participants, Black girls participated more and White girls participated less than expected. Black boys participated more while White and Asian boys participated less than expected. Reported sport participation was high compared with national data when analyzed by gender and ethnic group. Sport participation was higher in low SES schools compared with high SES schools.Conclusion:The importance of sport as a source of physical activity in underserved groups is significant.
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dos Santos Silva, Roberto Jerônimo, Diego Augusto Santos Silva, and Antônio C. Oliveira. "Low Physical Activity Levels and Associated Factors in Brazilian Adolescents From Public High Schools." Journal of Physical Activity and Health 11, no. 7 (September 2014): 1438–45. http://dx.doi.org/10.1123/jpah.2012-0157.
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Background:Several studies have shown that physical activity levels have declined in many countries, even with the regular practice of physical education in schools. The purpose of this study was to identify the prevalence of low physical activity levels and associated factors in adolescents enrolled in public high schools in Northeastern Brazil.Methods:The sample was composed of 2259 adolescents (62.3% female) aged 16.26 ± 1.1 years. A questionnaire was applied to collect data on physical activity levels, sociodemographic information, tobacco use and alcohol consumption, nutritional status and sedentary behavior. Descriptive statistics and Poisson regression hierarchized model with Prevalence Rate (PR) and P ≤ .05 were used.Results:Higher prevalence of low physical activity level (89.1%) was observed. It was observed that 19.6% of individuals did not attend physical education classes regularly. Association was identified between low physical activity level and older girls (P = .02) and not attending physical education classes (P < .01). In males, the group most likely to have that low physical activity level was those whose parents studied until three years (P = .04).Conclusions:Low physical activity level was present in most adolescents, more evident in girls. Lifestyle changes are needed, with substitution of sedentary activities for physical and sport activities in schools.
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Nsemo, Alberta David, Idang Neji Ojong, Ramatu Agambire, Regina Adu, and Mercy Dankwah. "Menstrual Hygiene Practices Among Adolescent Girls in Junior High Schools in Selected Communities of Ashanti Region, Ghana." Global Journal of Health Science 12, no. 8 (May 29, 2020): 38. http://dx.doi.org/10.5539/gjhs.v12n8p38.
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INTRODUCTION: Menstruation is a phenomenon unique to the females and menstrual hygiene is still a problem for adolescent girls especially in low and middle income countries particularly when attending school. This issue is insufficiently acknowledged and has not received adequate attention in the reproductive health sectors in developing countries including Ghana and its relationship with the achievement of Sustainable Development Goals (SDGs).
OBJECTIVES: This study examined the knowledge and practices of menstrual hygiene among adolescent girls, the cultural beliefs that influence menstrual hygiene practices, and the problems adolescent girls face in practicing menstrual hygiene.
METHODOLOGY: A quantitative research method using descriptive cross-sectional survey design was employed in the study. Using a multi-staged sampling technique, a sample size of 151 adolescents in Juniors High schools who had reached menarche was selected from four (4) schools located in Asamang, Sekyere south District of Ashanti region of Ghana. Data was collected through a researchers’ constructed and validated questionnaire titled “Adolescents knowledge and practice of menstrual hygiene questionnaire (AKPMHQ)”. Data was analysed using simple frequencies and percentages.
RESULTS: The study revealed that 68(45%) of the girls were in the Junior High School three (JHS3) and 88(58.5%) of them ranged between 14-15 years. Most of them (74.2%) had pre-menarche education given by their family members. Most of the parents 94(62.3%) had secondary education. Majority of the girls practiced good menstrual hygiene. Their culture does not exert much influence on their knowledge and practices of menstrual hygiene. However, there were some myths which are not scientifically based. Most of the girls experience some challenges during menstruation such as lower abdominal pain 77(51.0%) and unavailability of facility in school to change during menstruation 61(40.4%).
CONCLUSION: The adolescent girls are knowledgeable about menstrual hygiene and also have good menstrual hygiene practices. However, there exist few cultural practices in the community that may have negative effect on their knowledge and practice of menstrual hygiene in the midst of some physical and social challenges experienced by the adolescents during menstruation.
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Alfoukha, Marwa M., Ayman M. Hamdan-Mansour, and Manar Ali Banihani. "Social and Psychological Factors Related to Risk of Eating Disorders Among High School Girls." Journal of School Nursing 35, no. 3 (October 26, 2017): 169–77. http://dx.doi.org/10.1177/1059840517737140.
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Prevalence of eating disorders (EDs) has increased among adolescents in Arabic and Western countries. The purposes are to identify the risk of ED and psychosocial correlates of risk of ED among high school girls in Jordan. The researchers employed a cross-sectional, correlational design using 799 high school girls from governmental and private schools in the central region of Jordan. The results indicate that prevalence of the risk of ED was 12%. The risk of ED had significant and positive correlation with body shape dissatisfaction, self-esteem, psychological distress, and pressure from family, peers, and media ( p < .001). Body shape dissatisfaction, low self-esteem, negative peer pressure, and being young were significant predictors of the risk of EDs. Risk of ED is highly prevalent among high school girls, and school nurses need to adopt a model of care addressing the risk factors while caring for high school girls.
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Ibrahim, Habiba, David L. Barnes, Sheretta T. Butler-Barnes, and Odis Johnson. "Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School." Social Sciences 10, no. 7 (July 15, 2021): 272. http://dx.doi.org/10.3390/socsci10070272.
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Black girls are more likely to receive in-school suspension (ISS) in comparison to their non-Black peers. However, research on the effect of in-school suspension on students’ academic achievement, specifically math achievement of Black girls, is still very limited. Mathematics is an important foundational component of science, technology, and engineering fields, which are domains in which Black girls are underrepresented. Using the nationally representative Educational Longitudinal Study of 2002 (ELS:2002), this study explores the relationship between in-school suspension and the highest math course completed in a multi-level analysis of 860 Black female participants from 320 high schools. Our findings revealed that in-school suspension was associated with lower mathematics course-taking. Implications for policy, practice, and research are discussed.
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Jago, Russell, Mark J. Edwards, Simon J. Sebire, Emma L. Bird, Keeley Tomkinson, Joanna M. Kesten, Kathryn Banfield, et al. "Bristol Girls Dance Project: a cluster randomised controlled trial of an after-school dance programme to increase physical activity among 11- to 12-year-old girls." Public Health Research 4, no. 6 (May 2016): 1–176. http://dx.doi.org/10.3310/phr04060.
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BackgroundMany children do not meet UK physical activity (PA) guidelines. Girls are less active than boys, and the age-related decline in activity is steeper for girls. Dance is the favourite form of PA among adolescent girls in the UK. Participation in after-school dance classes could significantly contribute to girls’ PA. Therefore, after-school dance may be effective for increasing PA levels.ObjectivesTo determine the effectiveness and cost-effectiveness of a dance-based intervention to increase the objectively assessed mean weekday minutes of moderate- to vigorous-intensity physical activity (MVPA) of Year 7 girls (11- and 12-year olds) 1 year after baseline measurement.DesignTwo-arm cluster randomised controlled trial and economic evaluation. Year 7 girls in participant schools received a ‘taster’ session and were invited to participate. Up to 33 girls per school were able to participate. Schools were randomly assigned (equal numbers) to intervention or control arms.SettingA total of 18 mainstream secondary schools across greater Bristol.ParticipantsYear 7 girls in participating schools who could participate in physical education.InterventionNine intervention schools received an after-school dance intervention (40 × 75-minute sessions) underpinned by self-determination theory, which attempts to improve intrinsic motivation for being active, and delivered by external dance instructors. Control schools continued as normal.Main outcome measuresThe main outcome was accelerometer-assessed mean minutes of MVPA at T2. Measures were assessed at baseline (T0), the end of the intervention (T1) and at T0 + 52 weeks (T2).ResultsBaseline MVPA levels were high. A total of 508 girls were included in the primary analysis, which found no difference in weekday MVPA between trial arms. There was no effect on secondary accelerometer outcomes. Data were subjected to a per-protocol analysis and no effect was found. However, at T1, girls who attended dance classes had 4.61 minutes more of MVPA and 14.27 minutes more of light-intensity activity between 15.00 and 17.00 on the days on which they attended intervention sessions. The intervention was inexpensive at £73 per participant (£63 when excluding dance instructor travel) but was not cost-effective owing to the ineffectiveness of the intervention. The European Quality of Life-5 Dimensions Youth survey data were unresponsive to changes in the sample. The process evaluation reported that girls in attendance enjoyed the sessions, that exertion levels were low during sessions and that attendance was low and declined. Fidelity to the session-plan manual was low but theoretical fidelity (to self-determination theory) was good. Qualitative information provides information for improving future interventions.ConclusionsThe intervention was enjoyed by participants. However, there was no difference in the MVPA levels (which were high at baseline) of girls allocated to receive dance compared with girls receiving the control. High baseline MVPA levels indicate that the study appealed to an already active cohort and, therefore, may not have targeted those most in need of an intervention. Dance is an enjoyable activity for adolescent girls and could be further trialled as a means by which to increase PA. Research might consider the impact of dividing the intervention period into smaller blocks.Trial RegistrationCurrent Controlled Trials ISRCTN52882523.FundingThe National Institute for Health Research Public Health Research programme. The work was also undertaken with the support of the Centre for the Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer), a UK Clinical Research Collaboration (UKCRC) PHR Centre of Excellence. Joint funding (MR/KO232331/1) from the British Heart Foundation, Cancer Research UK, Economic and Social Research Council, Medical Research Council, the Welsh Government and the Wellcome Trust, under the auspices of the UKCRC, is gratefully acknowledged. This study was designed and delivered in collaboration with the Bristol Randomised Trials Collaboration, a UKCRC Registered Clinical Trials Unit in receipt of NIHR Clinical Trials Unit support funding. All intervention costs were funded by the respective councils to which the participant schools were affiliated, namely North Somerset Council, Bristol City Council, and Bath and North East Somerset Council.
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Broďáni, Jaroslav, Natália Kováčová, and Monika Czaková. "Gender Differences in Quality of Life and Physical Activity of High School Students." Acta Facultatis Educationis Physicae Universitatis Comenianae 59, no. 2 (November 1, 2019): 96–110. http://dx.doi.org/10.2478/afepuc-2019-0008.
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Summary This article demonstrates the gender differences between the physical activity (PA), the joy of physical activity (PACES) and quality of life areas of boys and girls from high schools with different sports level and in the different ages. In this survey participated 630 boys and 672 girls from high schools in the age from 16 to 19 years. The quality of life is measured by the SQUALA survey, joy of the movement by the PACES survey, and the level of physical activity per week in hours by PAQ survey. The level of sports performance is defined by levels (occasional, active and registered sportsman). The data are presented by descriptive characteristics (n, M, SD) and the significance of differences and the relations are measure by non-parametric methods (W, rs). Differences in the PA, PACES, SQUALA levels at the group of boys and girls in the different age and sports level are rare. Different load of physical activity relates to sport level. It was not proven that with the increasing sports level, the joy of the physical activity also rises. The interactions between indicators of PA, PACES, and SQUALA in boys and girls in the different age and sports level were proven sporadically with a predominance of negative correlations. In most cases, the positive interactions of PA with PACES and areas of physical well-being was not proven. The higher appearance of positive correlations of PA with areas of SQUALA prevails in 18-years old girls. Boys show the higher number of interactions of PACES with areas of SQUALA. The joy of the movement positively correlates with spiritual well-being in groups of 18-19 years old boys, which perform physical activities in all sports levels. The gender differences between monitored indicators show that the gender factor is very important in this study. The age and sport level factor contributed significantly in the differentiated results of high school boys and girls.
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Nyagah, S. N., and S. W. Luketero. "Transition Rate Of Girls From Lower Primary To Upper Primary, Kajiado County." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 418. http://dx.doi.org/10.19044/esj.2016.v12n7p418.
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This study is on factors that influence the girls’ transition rate from lower primary to upper primary in public primary schools of Kajiado County, Kenya. Four study questions guided the study. Literature review focused on international calls on girl’s education among the pastoral communities and the girl’s education in Kenya and Africa at large. The study focused on the factors that influence girls’ education which include the socio-cultural factors, socio-economic factors, school based factors and early teenage pregnancies which include the flight of the girls due to the effects of HIV/AIDS and FGM. The study used the descriptive survey design. The target population for the study was 524 comprising of 14 head teachers and 510 class six girls from all the fourteen public primary schools in Kajiado County. The sample for the study was 14 head teachers, and 16% of the girls (82) in class six from the selected schools. Based on the findings the following conclusions were made: Early marriage was found to be the main cause of girls not graduating to the next higher level of education in public primary schools. Female genital mutilation (FGM) was the second contributing factor to low transition rate of girls. Results on physical facilities had mixed reactions. Majority of the girls (72.5%) belief that lack of physical facilities had no influence on them being or not being in school. This meant that whether the physical facilities are available or not the girls will still continue with their education. Early pregnancies represented by 88.4% most likely to lead to girls leaving school before completing the entire primary cycle. Only 8.7% of the respondents indicated that early pregnancy had no influence on girls being or not being in school. It was found that there was high percentage of girls out of school due to lack of female teachers in their school to act as role models. The study also established that most of the girls from poor households go through FGM as compared to those from rich households, in which case FGM will lead to early pregnancies hence the girl leaving school.
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Makaremi, Azar. "Sex Differences in Depression of Iranian Adolescents." Psychological Reports 71, no. 3 (December 1992): 939–43. http://dx.doi.org/10.2466/pr0.1992.71.3.939.
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The purpose of this study was to investigate sex differences on a depression scale for Iranian adolescents. High school students (100 girls and 100 boys), selected randomly from four high schools in Shiraz, completed the Zung Self-rating Depression Scale. Analysis showed no significant differences on the five subscales of Zung's depression scale for boys and for girls. Also, there were no sex differences on the total score for depression. However, comparisons with Byrne's groups of British boys and girls indicated differences for Iranian boys and girls on 2 individual items reached significance, whereas for the British groups differences were significant for 11 of the 20 items.
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Kala, Karthika, Binu Areekal, Reshmy Ravindran, and Safa Puliyakkadi. "Menstrual Practices among Rural High School Students in Thrissur - Central Kerala." Journal of Evidence Based Medicine and Healthcare 7, no. 50 (December 14, 2020): 2981–86. http://dx.doi.org/10.18410/jebmh/2020/609.
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BACKGROUND Adolescence is the transitional phase of growth and development between childhood and adulthood. Menstruation, which is a milestone event in a girl's reproductive life begins during this period and it is also one of the major causes of stress in this stage. Adequate knowledge and good menstrual practices can help in addressing this stress and also in preventing reproductive tract infections to a great extent. This study tries to assess the awareness with regard to menstrual practice and its determinants among adolescent girls in a rural area of Central Kerala. The study also aims to explore the social taboos related to menstrual practices. METHODS This cross-sectional study was conducted at two high schools in Thrissur district of Central Kerala. The study methodology involved visiting the selected schools and questions about menstrual practices were put to students individually ensuring adequate privacy, with the aid of a semi-structured interview schedule. 196 adolescent girls participated in the study. The data was coded and entered into MS excel. Further analysis was done using the software SPSS 16.0 version. RESULTS The percentage of girls using sanitary pad is 32.1 %, clothes were used by 12.2 % girls, and 55.6 % used either cloth or sanitary pad. Most of them disposed their sanitary pads by burning them (75.6 %), but 16.3 % threw their pads / clothes in the general waste, some flushed them in the toilet (8.1 %). 64.3 % of them washed and exposed their undergarments in the sun but 35.7 % washed and kept them inside their house. 84.7 % of girls were aware about menstruation at the time of menarche. In 58.7 % of cases the source of information was their mother. Regarding social taboos during menstruation, the most common one was inability to attend social or religious functions during menstruation (76 %) followed by restrictions in going out (9.7 %), and 7.7 % in food preparation. 7 % of girls had to sleep in a corner of the room while they were menstruating. Maternal education, family income and awareness regarding menstruation had statistically significant association with usage of sanitary pads. CONCLUSIONS Majority of the adolescent girls had awareness regarding menstruation. However, there were some who followed less than ideal practices when it comes to disposal of sanitary napkins / clothes and care of undergarments. The wrong concepts like menstruation is a ‘disease of impurity’ and menstruation occurs when ‘bad blood’ collects is still prevalent among the adolescent girls. It is of concern that the social taboos regarding menstruation are still widely embraced by the society. KEYWORDS Menstrual Practices, Menstrual Awareness, Kerala, Menstruation
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Mboya, Mzobanzi M. "African Adolescents and Their Teachers: Sex and Rural-Urban Comparisons in Teachers' Perceived Behaviors." Psychological Reports 86, no. 3_suppl (June 2000): 1229–33. http://dx.doi.org/10.2466/pr0.2000.86.3c.1229.
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This study investigated rural-urban differences in teachers' perceived behaviors among African adolescent boys and girls. On the Perceived Teacher Behavior Inventory administered to 354 boys and 530 girls from four rural and urban high schools in South Africa no significant sex differences were found on the subscales of Generalized Support, Positive Expectations, and Participation. Rural boys and girls scored significantly higher, however, than their urban peers on the Generalized Support and Participation.
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Mboya, Mzobanzi M. "African Adolescents and Their Teachers: Sex and Rural-Urban Comparisons in Teachers’ Perceived Behaviors." Psychological Reports 86, no. 3_part_2 (June 2000): 1229–33. http://dx.doi.org/10.1177/003329410008600328.2.
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This study investigated rural-urban differences in teachers’ perceived behaviors among African adolescent, boys and girls. On the Perceived Teacher Behavior Inventory administered to 354 boys and 530 girls from four rural and urban high schools in South Africa no significant sex differences were found on the subscales of Generalized Support, Positive Expectations, and Participation. Rural boys and girls scored significantly higher, however, than their urban peers on the Generalized Support and Participation.
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Hardani, Rika, Dwi Hastuti, and Lilik Noor Yuliati. "Pornography Behavior of Junior High School Student." Journal of Child Development Studies 3, no. 1 (April 30, 2018): 15. http://dx.doi.org/10.29244/jcds.3.1.15-27.
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<p> </p><p> </p><p><strong>Abstract.</strong> The purpose of research is to identify the pornography behavior ofJunior High School student. We used cross-sectional study as research design. Locations were taken by purposive in South Tangerang city conducted in four junior high school. Schools were selected purposively based on the recommendation of the Ministry of Education in South Tangerang. Participants used are 600 children, boys 278 and girls 322 children. Data were collected by questionnaires filled out by participants.</p><p>The pornography behavior of junior high school student that have been studied are viewing pornographic web, reading books or comics that contain pornographic pictures, hearing or saying things porn, think of things related to pornography. This study also want to know the things that encourage the child to thepornographic behavior and the diference pornography behavior between boys and girls.</p><p>The results showed that the behavior of pornography on boys is higher than girls. The pornography behavior on boys and girls there are no statistically significant differences (p value = 0:03 *, p <0.05).</p><p><em>Key words :pornography behavior, junior high school student, internet influence</em></p>