Journal articles on the topic 'Ruyton Girls' School History'
To see the other types of publications on this topic, follow the link: Ruyton Girls' School History.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Ruyton Girls' School History.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
Full textAbstract:
Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
2
Zschoche, Sue, Cornelius Riordan, and Frederic O. Musser. "Girls and Boys in School: Together or Separate?" History of Education Quarterly 32, no. 2 (1992): 249. http://dx.doi.org/10.2307/368990.
Full text
3
Eder, Donna, and Barrie Thorne. "Gender Play: Girls and Boys in School." Social Forces 73, no. 3 (March 1995): 1139. http://dx.doi.org/10.2307/2580577.
Full text
4
Roach, John. "Boys and girls at school, 1800‐70." History of Education 15, no. 3 (September 1986): 147–59. http://dx.doi.org/10.1080/0046760860150302.
Full text
5
KELLY, CHAU JOHNSEN. "CATTLE DIP AND SHARK LIVER OIL IN A TECHNO-CHEMICAL COLONIAL STATE: THE POISONING AT MALANGALI SCHOOL, TANGANYIKA, 1934." Journal of African History 57, no. 3 (November 2016): 437–63. http://dx.doi.org/10.1017/s002185371600030x.
Full textAbstract:
AbstractIn October 1934, a group of schoolgirls at Malangali School in Iringa Province, Tanganyika received doses of what the school headmistress thought was shark liver oil. Many girls began to spit and vomit the medicine, while others attempted to leave the school grounds to return home. Within three hours, several pupils had died and within three days, another 32 girls succumbed to the toxic draught. This article examines this little known and poorly understood tragedy through the lens of the scientific and social experimentation that occurred at Malangali School. As one of two government- run schools that enrolled girls, Malangali provided the colonial state with an opportunity to conduct a variety of experiments upon a captive audience. This article argues that the ‘discovery of colonial malnutrition’ in the interwar period not only depoliticized hunger but its emphasis on techno-chemical approaches to social and material problems led to tragedy.
6
Ford, Danielle J., Nancy W. Brickhouse, Pamela Lottero-Perdue, and Julie Kittleson. "Elementary girls' science reading at home and school." Science Education 90, no. 2 (March 2006): 270–88. http://dx.doi.org/10.1002/sce.20139.
Full text
7
Choriyan, S. K. "HISTORY OF A CHURCH PARISH SCHOOL FOR ARMENIAN GIRLS NAMED AFTER SAINT HRIPSIME, NAKHICHEVAN-ON-DON." Bulletin of Udmurt University. Series History and Philology 32, no. 1 (February 11, 2022): 147–50. http://dx.doi.org/10.35634/2412-9534-2022-32-1-147-150.
Full textAbstract:
This article examines the historical path of the parish school, and then the school named after St. Hripsime, from the usual general one to the school for Armenian girls. The time frame for the existence of the school covers the period from 1790 to 1919. Particular emphasis was placed on the participation of society, the church and all kinds of charitable organizations in the problems of the school, which played an important role in the education of the female part of the Armenian population of Nakhichevan-on-Don. As evidenced by the surviving documents, the school experienced constant financial difficulties throughout the entire period of its existence. It is important to note the seriousness of the attitude of society and the church to the issue of the education of Armenian girls. However, the program of the school did not allow girls after graduation to immediately enter higher educational institutions. Even in the most difficult times, the city and society tried to ensure the continuity of the educational and upbringing process, realizing the importance of education in the society of that time.
8
Musaiger, Abdulrahman O., Ahmed M. Matter, Sadiq A. Alekri, and Abdul-Rassol E. Mahdi. "Obesity Among Secondary School Students in Bahrain." Nutrition and Health 9, no. 1 (January 1993): 25–32. http://dx.doi.org/10.1177/026010609300900103.
Full textAbstract:
The aim of this study is to estimate the prevalence of obesity and factors associated with it in Bahraini secondary school students. A cross-sectional study involving a sample of 825 students (417 boys and 408 girls) aged 15 to 21 years was obtained from secondary schools. Obesity was determined using body mass index (BMI = Wt/Ht2). The findings revealed that 15.6% of boys and 17.4% of girls were either overweight or obese (BMI ≥25). Family size, parents education, and family history of obesity were significantly associated with obesity among boys, while family history was the only socio-economic factors statistically associated with obesity among girls. Meal patterns such as eating between meals, number of meals per day, and method of eating were not associated with obesity in students. Boys who ate alone were 3 times more likely to be obese than those who ate with family members (odd ratio = 3.4). Measures to prevent and control obesity among children are suggested.
9
Armah, Linda, Salomey Appiah Darkoa, and Daniel Akuoko Adjei. "Fabric Construction Techniques as Interventions to reducing Girl-child Truancy in Ghana. A case of Trabuom Roman Catholic JHS." International Journal of Scientific Research and Management 10, no. 07 (July 1, 2022): 01–07. http://dx.doi.org/10.18535/ijsrm/v10i07.fdt01.
Full textAbstract:
Ghana as a developing country needs to educate its citizens especially the girl-child for her to become an important personality in the society in which she lives. In view of that, the government since 1992 introduced the FCUBE (Free Compulsory Universal Basic Education) in the country. This policy is to enable every child of school going age to get access to education. In spite of the provision made for the children in the country, only few girls at Trabuom in the Atwima Kwanwoma District of the Ashanti Region of Ghana attend school. Those who attend school do not complete the Junior High School. Although, the District Directorate of Education know the low enrollment level of girls at the Trabuom Roman Catholic School, very little has been researched into. The study sought to introduce some fabric construction techniques such as macramé and crocheting as interventions to reduce girls truancy in school. The qualitative research design was adopted and participatory action research method was employed. In all 45 students between the ages of 12 to 16 years were sampled for the study using purposive and snowball sampling techniques. Primary data was collected using interviews, observations and focus group discussions. The data were analyzed and discussed accordingly. The findings indicate some of the girls do not attend school due to poverty, teenage pregnancy, negative parental attitude towards girl’s education and sexual harassment by some male teachers. The use of some fabric construction techniques such as macramé and crocheting could significantly help increase the enrollment of girls in school.
10
Sudfeld, Christopher R., Rajesh Kumar Rai, Anamitra Barik, Joseph J. Valadez, and Wafaie W. Fawzi. "Population-level effective coverage of adolescent weekly iron and folic acid supplementation is low in rural West Bengal, India." Public Health Nutrition 23, no. 15 (June 11, 2020): 2819–23. http://dx.doi.org/10.1017/s1368980020000932.
Full textAbstract:
AbstractObjective:To assess the coverage of the adolescent weekly iron and folic acid supplementation (WIFS) programme in rural West Bengal, India.Design:We conducted a population-based cross-sectional survey of intended WIFS programme beneficiaries (in-school adolescent girls and boys and out-of-school adolescent girls).Setting:Birbhum Health and Demographic Surveillance System.Participants:A total of 4448 adolescents 10–19 years of age participated in the study.Results:The percentage of adolescents who reported taking four WIFS tablets during the last month as intended by the national programme was 9·4 % among in-school girls, 7·1 % for in-school boys and 2·3 % for out-of-school girls. The low effective coverage was due to the combination of large deficits in WIFS provision and poor adherence. A large proportion of adolescents reported they were not provided any WIFS tablets in the last month: 61·7 % of in-school girls, 73·3 % of in-school boys and 97·1 % of out-of-school girls. In terms of adherence, only 41·6 % of in-school girls, 38·1 % of in-school boys and 47·4 % of out-of-school girls reported that they consumed all WIFS tablets they received. Counselling from teachers, administrators and school staff was the primary reason adolescents reported taking WIFS tablets, whereas the major reasons for non-adherence were lack of perceived benefit, peer suggestion not to take WIFS and a reported history of side effects.Conclusions:The effective coverage of the WIFS programme for in-school adolescents and out-of-school adolescent girls is low in rural Birbhum. Integrated supply- and demand-side strategies appear to be necessary to increase the effective coverage and potential benefits of the WIFS programme.
11
Woyshner, Christine, and Bonnie Hao Kuo Tai. "Symposium: The History of Women in Education." Harvard Educational Review 67, no. 4 (December 1, 1997): v—xiv. http://dx.doi.org/10.17763/haer.67.4.385197673w145773.
Full textAbstract:
The nineteenth century saw major advances in educational opportunities for women and girls, from the common school movement in the early part of the century to multiple opportunities in higher education at the century's close. In the 1800s, women began to play central roles in education — as teachers and as learners, in formal and informal education settings, on the frontier and in the cities. What did these advances mean for the education of women and girls in the twentieth century? This Symposium looks at developments in the education of women and girls over the course of the twentieth century, including research currently being conducted by and about women who historically have been excluded from mainstream academic discourse.
12
SUNDERLAND, HELEN. "POLITICS IN SCHOOLGIRL DEBATING CULTURES IN ENGLAND, 1886–1914." Historical Journal 63, no. 4 (October 21, 2019): 935–57. http://dx.doi.org/10.1017/s0018246x19000414.
Full textAbstract:
ABSTRACTDebating was an important part of schoolgirls’ political education in late Victorian and Edwardian England that has been overlooked in the scholarship on female education and civics instruction. Debates offered middle- and working-class schoolgirls an embodied and interactive education for citizenship. Considering both the content of discussions and the process of debating, this article argues that school debates provided a unique opportunity for girls to discuss political ideas and develop political skills. Debates became intertwined with girls’ peer cultures, challenging contemporary and historiographical assumptions of girlhood apoliticism. Positioning girls as political subjects sheds new light on political change in modern Britain. Schoolgirl debates show how gendered political boundaries were shifting in this period. Within the unique space of the school debating chamber, girls were free to appropriate and subvert ‘masculine’ political subjects and ways of speaking. In mock parliaments, schoolgirls re-created the archetypal male political space of the House of Commons, demonstrating their familiarity with parliamentary politics. Schoolgirl debates therefore foreshadowed initiatives that promoted women's citizenship after partial suffrage was achieved in 1918, and they help to explain how the first women voters were assimilated easily into existing party and constitutional politics.
13
Vilmain, Vincent. "Laura S. Schor, The Best School in Jerusalem. Annie Landau’s School for Girls (1900-1960)." Clio, no. 44 (December 1, 2016): 315–17. http://dx.doi.org/10.4000/clio.13358.
Full text
14
Kang, Hosun, Angela Calabrese Barton, Edna Tan, Sandra Simpkins, Hyang‐yon Rhee, and Chandler Turner. "How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers." Science Education 103, no. 2 (December 31, 2018): 418–39. http://dx.doi.org/10.1002/sce.21492.
Full text
15
Kohlstedt, Sally Gregory. "“A Better Crop of Boys and Girls”: The School Gardening Movement, 1890–1920." History of Education Quarterly 48, no. 1 (February 2008): 58–93. http://dx.doi.org/10.1111/j.1748-5959.2008.00126.x.
Full textAbstract:
In the 1890s progressive educators like John Dewey proposed expansive ideas about integrating school and society. Working to make the boundaries between classroom learning and pupils' natural environment more permeable, for example, Dewey urged teachers to connect intellectual and practical elements within their curricula. Highly visible and widespread examples of this integrative goal were the school gardens that flourished from the 1890s well into the twentieth century. Evidence of their presence is recorded in newspapers, national magazines, and annual school reports whose illustrations typically portrayed well-dressed children cultivating large gardens next to impressive urban school buildings. Whether in large cities or country settings, school gardens were expressions of modern and progressive education of the sort encouraged by Dewey. Gardens were encouraged in theory and in practice not only at the laboratory school affiliated with the University of Chicago but also in normal schools across the country (Figure 1).
16
Sangster, Joan. "“She Is Hostile to Our Ways”: First Nations Girls Sentenced to the Ontario Training School for Girls, 1933–1960." Law and History Review 20, no. 1 (2002): 59–96. http://dx.doi.org/10.2307/744155.
Full textAbstract:
When industrial schools were initially proposed in late nineteenth-century Canada, they were perceived to be a common solution for the neglected and delinquent working-class boy of the urban slums and for the Aboriginal boy in need of similar education, discipline, and moral and vocational training. This undertaking briefly encapsulated the twinned aims of Canada's nation-building project: to civilize and acculturate both the poor and the colonized to middle-class, Western, white and Anglo norms. As John Comaroff and Jean Comaroff remark of nineteenth-century British imperialism, the taming of the “uncivilised and immoral” indigenous African and British slum dweller were overlapping projects, with the “primitive and the pauper” seen as “one in spirit. …the sacred task of the colonizing mission was to reconstruct the home lives of both” by inculcating in their daily lives the bourgeois values of “modern domesticity.”
17
Georgakis, Steve. "Public and Private Spaces: Sport and the Construction of Middle Class Femininity in Sydney Independent Girls’ Schools 1880-1922." Women in Sport and Physical Activity Journal 23, no. 1 (April 2015): 19–25. http://dx.doi.org/10.1123/wspaj.2014-0003.
Full textAbstract:
This article documents the history of sport in independent girls’ schools in Sydney, Australia, from the introduction of compulsory education in 1880 until the formation of the Girls Secondary School Sports Union in 1922 to organize interschool sporting connections. While there have been many vigorous studies that have followed the history of sport in Australian independent boys’ schools, this has not been replicated in the role of sport in Australian independent girls’ schools. The Australian independent girls’ school sector, however, accounts for a significant portion of the total student population. This article demonstrates that sport was significant in Australian independent girls’ schools and became dominant to the education of middle class girls. Modeled after the English Public Schools that had embraced the educational ideology of ‘athleticism’, Australian girls’ independent schools also reinforced the ideology that sport was a part of a well-rounded education. By the early 1920s sport was part of the independent girls’ schools extracurricular accomplishments and the sporting landscape became a ‘public space’ where middle-class femininity was constructed.
18
Tibenderana, Peter Kazenga. "The Beginnings of Girls' Education in the Native Administration Schools in Northern Nigeria, 1930–1945." Journal of African History 26, no. 1 (January 1985): 93–109. http://dx.doi.org/10.1017/s0021853700023100.
Full textAbstract:
SummaryThe existing works on the history of education in northern Nigeria are generally agreed that the main factor which hindered the spread and development of girls' education in the area during the colonial era was Muslims' opposition to female education. While it is not denied in this article that opposition to female education existed among Muslims, it is argued that this was not the main factor which retarded the advancement of girls' education during the period covered by this article. It is suggested that the British educational policy, which placed much emphasis on co-education, instead of building girls' schools, coupled with the parsimony with which the British administration spent money on girls' education, were mainly responsible for hindering the development of girls' and women's education in northern Nigeria during the colonial era. It is argued that the introduction of co-education made Western education for girls unappealing to many Muslim parents who otherwise would have sent their daughters to school if girls' schools had existed in sufficient numbers. The article attempts to show that this could not be realized as a result of the British administration's unwillingness to spend substantial sums of money on girls' education. It is also suggested that the preferential treatment accorded by the British administration to the aristocracy, in the recruitment of pupils for girls' schools and the W.T.C., was inimical to the advancement of girls' education generally.
19
de Bellaigue, Christina. "Behind the School Walls: The School Community in French and English Boarding Schools for Girls, 1810–1867." Paedagogica Historica 40, no. 1-2 (April 2004): 107–21. http://dx.doi.org/10.1080/00309230310001649216.
Full text
20
Taira, Derek. "Making “Womenly Women” or “Servants of Civilization”." Pacific Historical Review 92, no. 1 (2023): 30–61. http://dx.doi.org/10.1525/phr.2023.92.1.30.
Full textAbstract:
This article investigates how white educators used American education in an effort to socially engineer Hawaiian acceptance of U.S. control over the islands. Examining school reports, journal articles, and official correspondence from the Kamehameha School for Girls, I explore the various strategies principal Ida M. Pope used to promote white middle-class ways of homemaking and mothering, in an effort to undermine her Native Hawaiian students’ Indigenous identities and convert them into docile Hawaiian Americans. Despite Pope’s language of female empowerment, she harbored racist attitudes toward Native Hawaiians and produced an institutional climate hostile to Indigenous identity. This article builds on previous work on white women’s maternalism in Native American boarding schools to highlight how themes of white feminity, U.S. empire, and settler colonialism manifested at the Kamehameha School for Girls. More broadly, it reveals the role of white women in Hawai‘i as agents of colonial control who actively labored toward normalizing U.S. occupation and empire.
21
Blessing, Benita. "The Gendered Classroom: Girls' and Boys' Experiences in Postwar Germany." History of Education Quarterly 45, no. 4 (2005): 597–603. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00056.x.
Full textAbstract:
At the end of World War II, German educational administrators in the Soviet occupied zone of their nation decided to implement coeducation; that is, the schooling of girls and boys in the same classroom. This policy represented a radical break with German educational traditions, as well as with the western German zones' continued practice of gender-segregated schools. The reason for this move was as simple as it was ambitious: educational reformers of the Soviet zone were committed to a new kind of school, one that would offer all children the same education in order to permit active and equal participation of all citizens, male and female, in the “new Germany.” Educators estimated that over 90 percent of school-aged children attended school in the postwar years, approximately 15 percent of the entire population. Major change in young people's education could thus potentially bring about major social reform. Yet coeducation did not resolve the so-called “woman's question” of structural inequality, a theory elaborated by the nineteenth-century socialist August Bebel and of grave concern to the “antifascist democratic, educators of the postwar years. The implementation of the coeducational classroom, although an important move towards erasing gross disparities in educational opportunities for girls, still allowed for and even perpetuated gender-specific educational lessons and experiences.
22
Saewyc, Elizabeth M., Sandra Pettingell, and Lara L. Magee. "The Prevalence of Sexual Abuse Among Adolescents in School." Journal of School Nursing 19, no. 5 (October 2003): 266–72. http://dx.doi.org/10.1177/10598405030190050401.
Full textAbstract:
Sexual abuse is a profound stressor that complicates the development and health of adolescents, yet its prevalence has been difficult to estimate among adolescents in school populations. This study explored the prevalence of both incest and nonfamily abuse in 2 cohorts of adolescents in Minnesota in the 1990s (1992: N = 77,374; 1998: N = 81,247). Findings indicate that sexual abuse was reported by both boys and girls and among students of all ethnic groups. Approximately 10% of adolescents reported sexual abuse in each cohort, with girls 5 times more likely to report abuse than boys. Ethnic variation was minor, with African American, Native American, and Hispanic teens slightly more likely to report abuse than White or Asian American youth. School nurses should routinely assess for a history of sexual abuse in adolescents and should be prepared to provide support and referral for abused students and their families.). Findings indicate that sexual abuse was reported by both boys and girls and among students of all ethnic groups. Approximately 10% of adolescents reported sexual abuse in each cohort, with girls 5 times more likely to report abuse than boys. Ethnic variation was minor, with African American, Native American, and Hispanic teens slightly more likely to report abuse than White or Asian American youth. School nurses should routinely assess for a history of sexual abuse in adolescents and should be prepared to provide support and referral for abused students and their families.
23
Iverson, G. L., P. M. Kelshaw, N. E. Cook, and S. V. Caswell. "Middle School Children with Attention-Deficit/Hyperactivity Disorder Have a Greater Concussion History." Archives of Clinical Neuropsychology 34, no. 5 (July 2019): 748. http://dx.doi.org/10.1093/arclin/acz026.18.
Full textAbstract:
Abstract Purpose Examine lifetime history of concussions in middle school student athletes who have attention-deficit/hyperactivity disorder (ADHD). Methods A sample of 1,037 students from nine middle schools in Virginia, USA (ages 11 to 14, M=12.6, SD=0.93; 45.8% girls) underwent baseline/pre-season assessments during the 2017-2018 academic year and self-reported their health history, including whether or not they had been diagnosed with ADHD and their concussion history. Athletes were divided into two groups, those with ADHD (n=71; 6.8%) and control subjects (n=966). Chi-Square tests were conducted to compare the number of prior concussions in students with and without ADHD. Results In the total sample, boys were more likely to report a prior history of concussion than girls [χ2(1) =10.81, p=.001; OR=1.92; 95% CI=1.30-2.85]. The frequency of prior concussion in children with ADHD (23.9%) was twice the frequency of prior concussion among children without ADHD (11.4%) [χ2(1)=9.70, p=.002; OR=2.45; 95% CI=1.37-4.38]. Approximately one in four boys with ADHD (24.5%) and one in five girls with ADHD (22.2%) reported having sustained one or more prior concussions. Conclusion ADHD is associated with a greater prevalence of prior concussion in middle school children. Further research is needed to understand the risk of sustaining concussion for young athletes with ADHD, as well as short- and long-term outcomes of concussion among young athletes with ADHD.
24
Kumar, Anil, Akhilesh Goyal, Niket Verma, and Ashwin Mahesh. "Study of anemia among adolescent school girls and young adults." International Journal of Advances in Medicine 5, no. 4 (July 23, 2018): 877. http://dx.doi.org/10.18203/2349-3933.ijam20182753.
Full textAbstract:
Background: The world’s adolescent population (age 10–19 years) is estimated to stand at more than 1 Billion, yet adolescents remain largely neglected, difficult-to-measure, and hard-to-reach. Population in which the needs of adolescent girls, in particular, are often ignored. Anemia during adolescence limits growth and delays the onset of menarche, which in turn may later lead to cephalopelvic disproportion. In armed forces young serving soldiers make the backbone of forces, anemia in this group affects man hour badly. So, study was planned to assess prevalence of anemia in these two groups.Methods: A prospective study was carried out with 340 girls and 500 serving adults and prevalence of anemia was carried out with respect to different prevailing factors.Results: The prevalence of severe, moderate and mild anemia in girls was 0.5%, 10.6% and 27.9% respectively and in serving soldiers prevalence of anemia was 1.8%, 2.8% and 3.4 % respectively.Conclusions: In the present study, the prevalence of anemia was found to be 39% in adolescent girls and 8% in serving soldiers. Strongest predictor to anemia in adolescent girls was history of excessive menstrual bleeding and vegetarian diet. Age group, age at menarche and BMI did not affect anemia prevalence. Strongest predictor to anemia in soldiers was age.
25
Spencer, Stephanie. "Advice and ambition in a girls' public day school: the case of Sutton high school, 1884–1924." Women's History Review 9, no. 1 (March 2000): 75–94. http://dx.doi.org/10.1080/09612020000200239.
Full text
26
Spencer, Stephanie. "Learning the rules: writing and researching school stories in history of education." History of Education Review 47, no. 1 (June 4, 2018): 2–15. http://dx.doi.org/10.1108/her-04-2017-0008.
Full textAbstract:
Purpose The purpose of this paper is to set out three dilemmas that challenge historians of education who write for both professional and academic audiences. It focuses on the example of using fiction as a source for understanding the informal education of girls in the twentieth century. It contributes to the debate over the purpose of history of education and the possibilities that intersecting and contested analytical frameworks might contribute to the development of the discipline. Design/methodology/approach The paper discusses the rules of engagement and the duties of a historian of education. It reforms current concerns into three dilemmas: audience, method and writing. It gives examples drawn from research into girls’ school stories between 1910 and 1960. It highlights three authors and stories set in Australia, England and an international school in order to explore what fiction offers in getting “inside” the classroom. Findings Developed from a conference keynote that explored intersecting and contested histories of education, the paper sets up as many questions as it provides answers but re-frames them to include the use of a genre that has been explored by historians of childhood and literature but less so by historians of education. Research limitations/implications The vast quantity of stories set in girls’ schools between 1910 and 1960 necessarily demands a selective reading. Authors may specialise in the genre or be general young people’s fiction authors. Reading such stories must necessarily be set against changing social, cultural and political contexts. This paper uses examples from the genre in order to explore ways forward but cannot include an exhaustive methodology for reasons of space. Practical implications This paper suggests fiction as a way of broadening the remit of history of education and acting as a bridge between related sub-disciplines such as history of childhood and youth, history and education. It raises practical implications for historians of education as they seek new approaches and understanding of the process of informal education outside the classroom. Social implications This paper suggests that the authors should take more seriously the impact of children’s reading for pleasure. Reception studies offer an insight into recognising the interaction that children have with their chosen reading. While the authors cannot research how children interacted historically with these stories in the mid-twentieth century, the authors can draw implications from the popularity of the genre and the significance of the legacy of the closed school community that has made series such as Harry Potter so successful with the current generation. Originality/value The marginal place of history of education within the disciplines of history and education is both challenging and full of possibilities. The paper draws on existing international debates and discusses future directions as well as the potential that girls’ school stories offer for research into gender and education.
27
Keast, Vicki J. "Gender Bias in New South Wales Higher School Certificate (HSC) Physics." Australian Journal of Education 66, no. 1 (December 15, 2021): 26–39. http://dx.doi.org/10.1177/00049441211059239.
Full textAbstract:
A sense of belonging is an important factor for the persistence of girls in the study of physics. Content and imagery that presents the field as a masculine domain will undermine belonging and make it more difficult for girls to establish a physics identity that is congruent with their gender identity. The physics syllabus, final examinations and commonly used textbooks associated with the New South Wales Higher School Certificate were examined for gendered content. It was found that an emphasis on the history of physics in the syllabus has resulted in content and images in which male figures significantly outnumber female figures. This gendered content will be counter-productive to other efforts to increase the participation of girls in physics and suggestions on how this can be addressed are made.
28
Corbetta-Noyes, Lorna. "Working Girls Can Go Back to School: Studying Art History With Digital Technology." Art Documentation: Journal of the Art Libraries Society of North America 18, no. 2 (October 1999): 16–17. http://dx.doi.org/10.1086/adx.18.2.27949022.
Full text
29
Bradbury, A. R., L. Patrick-Miller, L. Schwartz, B. Egleston, C. B. Sands, W. K. Chung, G. Glendon, et al. "Psychosocial Adjustment in School-age Girls With a Family History of Breast Cancer." PEDIATRICS 136, no. 5 (October 19, 2015): 927–37. http://dx.doi.org/10.1542/peds.2015-0498.
Full text
30
de Bellaigue, C. "'Only what is pure and exquisite': girls' reading at school in France, 1800-70." French History 27, no. 2 (May 8, 2013): 202–22. http://dx.doi.org/10.1093/fh/crt002.
Full text
31
Terzian, Sevan G. "Science World, High School Girls, and the Prospect of Scientific Careers, 1957–1963." History of Education Quarterly 46, no. 1 (2006): 73–99. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00170.x.
Full textAbstract:
A host of scholars have illuminated the ways in which schools and other institutions have created and then sustained a vast gender gap in the scientific professions. Many of these studies have focused on overt discrimination: deliberate efforts by men to prevent the entry of women into scientific pursuits. Others have identified subtle and culturally mediated processes that have often led girls away from scientific courses and careers. This article examines rhetorically lofty, but qualified, efforts to encourage women's interest in science, and it demonstrates how even these attempts may have contributed to the gender gap in the scientific professions. Specifically, it focuses on the portrayal of women scientists in a high school science magazine,Science World, and analyzes its ambiguous messages to high school girls about the possibility of careers in science. This essay employs ideas about curricular self-selection and the formulation of career aspirations in interpreting the depiction of female scientists in issues from the time of the magazine's founding in 1957 to 1963, the year Betty Friedan publishedThe Feminine Mystiqueand the symbolic dawn of the liberal feminist movement. During these years, the United States government funded numerous educational initiatives in response to the Soviet Union's launching of Sputnik to attract more students to the scientific professions. In addition, professional scientists revised high school curricula in physics and biology to foster public rationality, critical thinking, and greater appreciation of scientific inquiry. The late postwar era also marked the beginning of greater female participation in the sciences.
32
Mardani, Mahnaz, Sadegh Rezapour, and Fereshteh Hajipour. "Relationship between breastfeeding and obesity in high school girls." Journal of Pediatric Endocrinology and Metabolism 33, no. 8 (August 27, 2020): 1003–8. http://dx.doi.org/10.1515/jpem-2020-0113.
Full textAbstract:
AbstractObjectivesSome factors in infancy can play a role in the development of adolescent obesity. Understanding these factors can help prevent early complications in adolescents associated with obesity in adulthood. The aim of this study was to determine the prevalence of overweight and obesity among high school girls in Khorramabad and its relationship with breastfeeding history.MethodsThis was a cross-sectional study. This study was conducted in 832 high school girls during the academic year 2016–2017. Samples were selected by multi-stage random sampling. General questionnaires, physical activity, and 24-h food questions were completed through interviews with students. Data regarding breastfeeding was obtained by mothers.ResultsThe prevalence of overweight and obesity in the study population was 16.3 and 5.8%, respectively. Overweight and obesity had a significant association with breastfeeding history (p = 0.001), while there was no significant relationship between overweight and obesity with school type, student’s age, parental occupation, education Parents, household size, birth rate, physical activity, and energy intake.ConclusionsThe results of this study showed that breast feeding has a protective effect on overweight and obesity during adolescence. To reduce the incidence of overweight and obesity, necessary education regarding breastfeeding should be provided.
33
Mesfin, Belaynew, Bisrat Misganaw, Melkamu Tamir Hunegnaw, and Esmael Ali Muhammad. "Goiter and Its Associated Factors among Adolescent High School Girls at Tach Armachiho District, Northwest Ethiopia: An Institution-Based Cross-Sectional Study." Journal of Nutrition and Metabolism 2020 (October 23, 2020): 1–7. http://dx.doi.org/10.1155/2020/3695952.
Full textAbstract:
Introduction. In Ethiopia, iodine deficiency disorder (IDD) is a major public health problem. The most visible effect of IDD is the appearance of goiters, and 28 million people are affected by goiter. Therefore, this study aimed to assess the prevalence and associated factors of goiter among high school adolescent girls at Tach Armachiho district, Northwest Ethiopia. Methods. An institution-based cross-sectional study was conducted from October to November 2018. A total of 620 high school adolescent girls were selected using the simple random sampling technique, and structured questionnaires having observational check-list were used for data collection. The presence of goiter was estimated using criteria set by World Health Organization. Iodine content of the salt was estimated by using spot testing kits. Both bivariable and multivariable logistic regressions were used to identify associated factors. The degree of association between independent and dependent variables was assessed by using odds ratio with 95% confidence interval. Those variables having p value of less than 0.05 in the multivariable analysis were considered as significant factors for goiter. Results. A total of 614 adolescent girls gave a complete response. The prevalence of goiter among adolescent girls was 24.1%. In the multivariable logistic regression analysis, age of adolescent girls (adjusted odds ratio (AOR) = 1.57, 95% CI: 1.01–2.46), residence (AOR = 1.91, 95% CI: 1.04–3.51), family history (AOR = 4.96, 95% CI: 3.19, 7.72), low dietary diversity (AOR = 8.39, 95% CI: 4.36–16.14), and medium dietary diversity (AOR = 2.26, 95% CI: 1.36–3.77) were significantly associated with adolescent girls goiter. Conclusions. Goiter among high school adolescent girls in this study was high. Age of adolescent, residence, family history of goiter, and dietary diversity were statistically significant factors for goiter. Therefore, more emphasis will be given for late adolescent age, having family history of goiter, low dietary diversity, and rural residence to improve the burden of adolescent goiter.
34
Ramos, Lili M. C., Joseline Delgadillo, Sarah Vélez, Emily Dauria, Jamie Salas, and Marina Tolou-Shams. "Collecting Social Media Information in a Substance Use Intervention Trial With Adolescent Girls With Lifetime Substance Use History: Observational Study." JMIR Formative Research 5, no. 9 (September 10, 2021): e25405. http://dx.doi.org/10.2196/25405.
Full textAbstract:
Background Adolescents with juvenile legal system contact face numerous barriers to participation in behavioral health intervention research, including housing disruption, legal privacy concerns, and systems mistrust. Technology, such as social media, may be a novel and developmentally appropriate adolescent research study engagement and retention tool. Objective We examined data on social media information collected for study retention purposes from adolescents participating in a substance use intervention trial. Methods Data were collected as part of a randomized controlled trial determining efficacy of a group-based substance use intervention for girls and young women (12-24 years) with substance use histories referred from legal and school systems in the United States. Baseline demographic and social media information was analyzed from the subset of 114 adolescent girls (mean age 15.7 years; range 13-18 years), of whom 31.6% (36/114) were legally involved, 87.7% (100/114) belonged to minoritized racial/ethnic groups, and 32.5% (37/114) received public assistance. Results Most girls (74/114, 64.9%) provided at least one social media account (Instagram, 95% [70/74]; Facebook, 27% [20/74]; and Twitter, 11% [8/74]) during study enrollment. Legally involved girls were significantly less likely to provide social media information than school-referred girls (44% [16/36] versus 74% [58/78]; χ21 [N=114]=9.68, P=.002). Conclusions Obtaining social media information for study retention purposes from adolescent girls with lifetime substance use appears possible; however, particular subgroups (ie, legally involved girls) may be less likely to provide accounts. Factors shaping legally involved girls’ willingness to provide social media information, including mistrust and privacy concerns, and the impact of researcher’s access to social media information on study retention are critical directions for future research. Trial Registration ClinicalTrials.gov NCT02293057; https://clinicaltrials.gov/ct2/show/NCT02293057
35
Nyothach, Elizabeth, Eleanor Ambrose, Anna M. Van Eijk, David Obor, Linda Mason, Clifford Oduor, Garazi Zulaika, Kayla F. Laserson, and Penelope A. Phillips Howard. "Pregnancy and marriage among teenage schoolgirls in rural western Kenya; a secondary analysis of a menstrual solution feasibility COHORT study." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 10, no. 9 (August 26, 2021): 3277. http://dx.doi.org/10.18203/2320-1770.ijrcog20213440.
Full textAbstract:
Background: Adolescent pregnancy increases the risk of adverse health outcomes, social stigma, loss of education and employment, and early marriage. Research characterising at risk girls will inform targeting of effective interventions.Methods: Risk characteristics for adolescent pregnancy were evaluated in schoolgirls aged 14-16 years as a secondary analysis in a longitudinal study evaluating menstrual products in 30 primary schools in rural western Kenya. Characteristics of participants were collected at baseline and follow-up. Descriptive and multivariate analysis were conducted.Results: Of 766 girls enrolled into the study, aged 14-16 years and followed over a school year, 53 (7%) were or became pregnant, with three (6%) neonatal deaths reported. Girls with the lowest compared with the highest socio-economic status had 2.5-fold higher risk of pregnancy (13.1% vs 5.0%: adjusted risk ratio (aRR) 2.48, confidence limits 1.32-4.64). Girls reporting early menarche (<13 years) had a 2.5-fold higher risk of pregnancy (aRR 2.61, 1.38-4.92), while those happy in school had a reduced risk (aRR 0.60, 0.34-1.04). Age, presence of parents, and being harassed by boys or men were not associated with pregnancy risk. Twenty-two girls (2.9%) married by the study end. Marriage was significantly associated with pregnancy (aRR 13.44, 5.50-32.83) and a history of sex at baseline (3.15, 1.55-6.38). All but two girls dropped out of school when pregnant with only five girls returning after delivery.Conclusions:Pregnancy leading to school dropout and child marriage remains an urgent public health concern among teenage girls in rural Kenya. Interventions are needed to enable schoolgirls to reach their educational potential.
36
Skrzydlewska, Beata. "The Convent of Premonstratensians in Imbramowice:." Biografistyka Pedagogiczna 5, no. 2 (December 15, 2020): 191–206. http://dx.doi.org/10.36578/bp.2020.05.28.
Full textAbstract:
During the several hundred years of its history, The Convent of Norbertine Sisters in Imbramowice has become a permanent part of Polish culture. A cloistered order, seemingly cut off from the outside world, is a place where a rich social culture is created. Educational activity was among many areas of the Norbertine sisters’ activity. The Norbertine nuns ran the Institute for girls from landed gentry many years before the partitions of Poland. Zofia Grothówna mentioned this many times in the convent chronicle. However, the institute was closed due to the repressions caused by the outbreak of the January Uprising in 1864. Many years later, Maria Nidecka, the abbess of the convent from 1897 to 1917, opened a so-called Non-resident School for Village Children. Her idea was continued by the abbess Anzelma Wiśnicka, thanks to whom the Household School for Girls was established. Its shape was influenced by the School of Household Works for Women, founded by Jadwiga Zamoyska in Kórnik near Poznań in 1882, and transferred to Kuźnice near Zakopane. The Household School for Girls in Imbramowice was officially opened on 15 November 1919 and was then named the Norbertine Girls Lower School of Agriculture, and from 1939 the Private Female Agricultural School of St. Norbert's Sisters in Imbramowice. The main goal of the Norbertine sisters when organising the school was to prepare Polish girls for a decent life in the independent Poland, reborn after many years of partitions. Unfortunately, with the advent of the Polish People's Republic, the school in Imbramowice was closed.
37
Larkin, Dawne, and Helen E. Parker. "Gender Differences in Physical Self-Descriptions of Adolescents with a History of Motor Learning Difficulties." Australian Educational and Developmental Psychologist 14, no. 1 (May 1997): 63–71. http://dx.doi.org/10.1017/s0816512200027668.
Full textAbstract:
ABSTRACTLittle of the extensive research on gender differences in adolescent self-perception has addressed differences between boys and girls with coordination difficulties. This study of physical self-perception examined 16 boys and 16 girls ranging in age from 13 to 15 years, who had been identified as poorly coordinated during their primary school years. The Physical Self-Description Questionnaire completed by each participant provided scale scores for Appearance, Body Fat, Strength, Coordination, Endurance, Flexibility, Physical Activity, Sports Competence, Health, Global Physical, and Self-Esteem. As a group, the girls ranked their perceptions of Physical Activity and Endurance significantly lower than the boys did. The gender differences were somewhat different from those found in adolescents drawn from general populations.
38
Iverson, Grant L., Magdalena Wojtowicz, Brian L. Brooks, Bruce A. Maxwell, Joseph E. Atkins, Ross Zafonte, and Paul D. Berkner. "High School Athletes With ADHD and Learning Difficulties Have a Greater Lifetime Concussion History." Journal of Attention Disorders 24, no. 8 (July 18, 2016): 1095–101. http://dx.doi.org/10.1177/1087054716657410.
Full textAbstract:
Objective: Examine lifetime history of concussions in adolescents who have developmental problems in comparison with those with no developmental problems. Method: Thirty-two thousand four hundred eighty-seven adolescent athletes completed baseline/pre-season evaluations. Based on self-reported histories, athletes were divided into four groups: ADHD only, ADHD and learning difficulties (LD), LD only, and controls. Results: Athletes with ADHD, LD, or ADHD plus LD reported a greater prevalence of prior concussions than athletes without these developmental conditions ( ps < .05). When adjusting for sex differences in concussion prevalence rates (boys are greater than girls), there was an increase in prevalence of prior injuries in those with ADHD, and ADHD plus learning difficulties compared with those with LD only. This pattern was found for both girls and boys. There was no additive effect of having both conditions. Conclusion: Developmental conditions in adolescent athletes, such as ADHD and learning difficulties, are associated with a greater prevalence rate of prior concussion.
39
Archer, Louise, Jennifer DeWitt, Jonathan Osborne, Justin Dillon, Beatrice Willis, and Billy Wong. "“Balancing acts'': Elementary school girls' negotiations of femininity, achievement, and science." Science Education 96, no. 6 (October 11, 2012): 967–89. http://dx.doi.org/10.1002/sce.21031.
Full text
40
MAYNES, MARY JO. "Introduction: Young women in Europe in the era of ‘first-wave’ feminisms: analyses of generation and gender." Continuity and Change 19, no. 3 (December 2004): 343–45. http://dx.doi.org/10.1017/s0268416004005260.
Full textAbstract:
During the course of the nineteenth century, the parameters defining ‘youth’, marking its beginning and its end, were becoming more precise and more institutionally defined for both girls and boys in Europe. More than any other phenomenon or institution, elementary schooling (and leaving school) contributed to a certain ‘normalization’ of the life cycle for young people. By the end of the nineteenth century, most girls as well as boys attended school at least intermittently until at least age 12 or 13; at school-leaving a new phase of life began. Throughout much of Europe a select minority of middle-class and upper-class young women joined their brothers at universities, as higher education became first a possibility and then a routine for them in the last decades of the nineteenth and the first decades of the twentieth century.
41
El Gendy, Manal Salah. "Relationship between Dietary Intake and Prevalence of Dental Caries among School Aged Girls (6-12 Years) in Al-Madinah Al-Munawarah." Indian Journal of Nutrition and Dietetics 53, no. 1 (March 1, 2016): 15. http://dx.doi.org/10.21048/ijnd.2016.53.1.3872.
Full textAbstract:
Dental caries is common in primary school children and represent a public health problem. Dietary intake is one of the most effective factors that cause the prevalence of dental caries among girls. The objective of this research was to find the most effective nutrients consumption that enhances the prevalence of dental caries among school aged girls in Al-Madinah Al-Munawarah. Caries status was assessed using the DMFT (Decay, Missing, Filled, Teeth (primary teeth)) index. Food intake (24 hour recall), anthropometric measurements and food history were determined. This study was a cross sectional survey. A total of 300 school girls aged 6-12 years attending primary schools in Al-Madinah Al-Munawarah, Saudi Arabia were the subjects. The results indicated the prevalence of dental caries among primary school girls. This was associated with high intake of macronutrients especially carbohydrates and decreased calcium intake. The results indicated no effect of dental caries on normal growth of students. The results showed that tooth decay was associated with increased consumption of sweets and soft drinks. The linear association of dental caries with sweet, soft drinks, macronutrients consumption along with decreased calcium intake may be the most effective reasons for prevalence of dental caries in girls of Al-Madinah Al-Munawarah.
42
Nawrocka, Agnieszka, Wladyslaw Mynarski, Aneta Powerska-Didkowska, Malgorzata Grabara, and Wieslaw Garbaciak. "Musculoskeletal Pain Among Polish Music School Students." Medical Problems of Performing Artists 29, no. 2 (June 1, 2014): 64–69. http://dx.doi.org/10.21091/mppa.2014.2015.
Full textAbstract:
OBJECTIVE: To assess the prevalence and intensity of musculoskeletal pain and to estimate probability of developing playing-related musculoskeletal disorders, depending on risk factors, including gender, years of playing the musical instrument, frequency of practice (number of days per week), average daily practice time, and habitual physical activity level, in young instrumentalists. METHODS: A total of 225 instrumentalists aged 10–18 years, including 107 string-players, 64 keyboardists, and 54 wind-players, were investigated. The Nordic Musculoskeletal Questionnaire (NMQ) together with a numerical visual-analogue pain intensity scale (VAS) was used to assess the participants’ musculoskeletal pain. RESULTS: The young instrumentalists most often complained of pain located in the neck (60.4%), wrists (44.4%), and upper (41.7%) and lower back (38.2%) areas. Girls complained of musculoskeletal pain significantly more often than the boys. A probability of the pain symptoms was increased with each consecutive year of practice (OR 1.135; 95%CI 1.021–1.261). CONCLUSIONS: Musculoskeletal pain in various body parts had already commenced at a young age in our sample of music students, and there was a gender difference (girls were more often affected). Results of our study suggest that an early prophylaxis of playing-related musculoskeletal disorders is needed among young musicians playing the various instruments.
43
St John, Diana. "Educate or domesticate?: early twentieth century pressures on older girls in elementary school." Women's History Review 3, no. 2 (June 1, 1994): 191–218. http://dx.doi.org/10.1080/09612029400200052.
Full text
44
Che Mut, Nur Anis Izzati, Noor Hidayah Abu Bakar, Izdihar Kamal, Siti Aisyah Abdullah Suhaimi, Nurul Mawaddah Mohammad, Rosmah Ahmad, and Norhayati Mohd Zain. "Knowledge and Awareness of Breast Self-Examination among Secondary School Girls in Seremban, Negeri Sembilan." Asian Pacific Journal of Cancer Care 4, no. 2 (March 7, 2019): 39–43. http://dx.doi.org/10.31557/apjcc.2019.4.2.39-43.
Full textAbstract:
Objective: Breast Self-Examination (BSE) is an early detection method of breast cancer. It is able to develop responsibility for breast health among women to always aware of any changes in the breast. Thus, secondary school girls age is the perfect age to start practice the BSE. The purpose of this study is to determine the level of knowledge and awareness on BSE among secondary school girls in Seremban, Negeri Sembilan. Methods: A cross-sectional study was conducted among 502 secondary school girls using self-administered questionnaire covering socio-demographic data, knowledge and awareness of breast cancer and knowledge and awareness of BSE. Results: The mean age of the participants is 14.9 ± 0.06 years. The majority of the participants were Malays (86.5%). A total of 6.1% of the participants had a family history of breast cancer. Nine percent of participants had a good knowledge and 91.0% had poor knowledge regarding BSE. There is a significant difference between the age of participants with the level of knowledge and awareness (p = 0.014). Conclusion: The knowledge and awareness of BSE were poor among secondary school girls in Seremban, Negeri Sembilan.
45
Sultana, Niru, Sadya Afroz, Nehlin Tomalika, Hasina Momtaz, and Md Humayun Kabir. "PREVALENCE OF CHILDHOOD OBESITY AND UNDERNUTRITION AMONG URBAN SCHOOL CHILDREN IN BANGLADESH." Journal of Biosocial Science 51, no. 2 (April 10, 2018): 244–53. http://dx.doi.org/10.1017/s0021932018000093.
Full textAbstract:
SummaryDespite the ongoing problems of undernutrition and infectious disease, obesity and overweight have become a major problem in developing countries, including Bangladesh. This cross-sectional study was undertaken to determine the prevalence of obesity, overweight and underweight among school children aged 6–12 years in Bangladesh. The study was conducted from June 2012 to May 2013 and the study sample comprised 1768 children (980 boys; 788 girls) from eight purposively selected schools in different areas of Dhaka city. Students were interviewed about their diet and physical activity, and anthropometric measurements were made, including height, weight, mid-upper-arm circumference (MUAC), waist circumference, hip circumference and body mass index (BMI). Undernutrition, overweight and obesity were defined using internationally accepted BMI cut-off points. Mean height, weight, BMI, MUAC, waist circumference and hip circumference values were found to be higher in boys than in girls, except at age 12 when these were found to be significantly higher in girls than in boys (p<0.05). The mean prevalence of overweight was 10.0% (boys 10.2%; girls 9.8%), and that of obesity 5.0% (boys 4.3%; girls 5.8%). The prevalence of underweight was 16.3% in boys and 12.7% in girls. The prevalence of underweight was significantly higher in poor than in rich children (22.1% vs 11.2%) and that of obesity was higher in rich than in poor children (9.9% vs 1.3%;p<0.001). A family history of obesity and hypertension emerged as a significant predictor of developing overweight and obesity (p<0.001). The data suggest that underweight and obesity co-exist in urban areas of Bangladesh, posing a challenge for the nutritional health of Bangladeshi children.
46
Roth, Solveig, and Dagny Stuedahl. "Multi-ethnic Girls' Social Positional Identities in Educational Transitions." Girlhood Studies 13, no. 1 (March 1, 2020): 83–100. http://dx.doi.org/10.3167/ghs.2020.130107.
Full textAbstract:
In this article, we examine the case history of a young multi-ethnic Norwegian girl, whom we call Anna, from the age of 15 to 17 to show how her self-understanding of positionings within her educational transitions illustrates how gendered expectations in a Norwegian context influence girls’ future trajectories. We use the concepts of social positional identities in figured worlds and performativity to explore self-understanding. Anna’s case history illustrates how gender performativity comes about out of a complex web of family, school, and societal expectations. We discuss the tensions Anna experienced in her educational trajectory and the changes in her performative positioning when she entered upper secondary school. We consider the ways in which this had implications for her future life trajectory and offer suggestions to educators on how to understand and support the different learning trajectories of multi-ethnic students.
47
Hash, Phillip M. "The Austin High School Girls’ Band of Chicago, Illinois: 1925–1956." Journal of Research in Music Education 66, no. 1 (January 30, 2018): 31–52. http://dx.doi.org/10.1177/0022429418755501.
Full textAbstract:
The purpose of this study was to examine the history of the Austin High School (AHS) Girls’ Band (AHSGB) of Chicago, Illinois, which existed from 1925 to 1956. This research focused on the band’s (a) organization and leadership, (b) activities within the school and community, (c) relationship to the AHS Boys Band, and (d) efforts to challenge and support traditional gender roles of the early and mid-twentieth century. I also considered how the history of this group might provide historical context to lingering attitudes regarding female band musicians and conductors today. H. E. Nutt organized the AHSGB in fall 1925 at the request of female students and school administration. The ensemble operated similarly to the boys’ band in that it functioned on a military basis, performed as both a concert and marching unit, and competed among the boys at city band and solo contests. The AHSGB gradually moved away from the all-military approach beginning in the early 1940s and eventually assumed a more feminine image that aligned with society’s efforts to restore traditional gender roles following World War II. The AHSGB combined with the boys in the fall of 1956, which resulted in a steep decline in female participation.
48
Fennie, Thelma, Mokgadi Moletsane, and Anita Padmanabhanunni. "Adolescents' experiences of menarche and menstruation in disadvantaged schools in South Africa: a qualitative exploration." Health Education 121, no. 4 (May 4, 2021): 408–19. http://dx.doi.org/10.1108/he-12-2020-0122.
Full textAbstract:
PurposeThis study explores how menstruation is perceived, experienced and navigated by school-going adolescent girls living in low-to-middle income settings in South Africa. Existing research from developing countries suggest that the onset of menstruation has implications for school attendance and academic performance. There is evidence that menstrual cycle–related symptoms (primarily physical) lead to difficulties in, or interference with, and disengagement from school, social relations, and physical activities (van Iersel et al., 2016; Steiner et al., 2011; Kiesner and Pastore, 2010; Taras, 2005). The onset of menstruation can be shame-inducing and has been associated with anxiety and confusion. Few studies have been conducted on menstruation in countries with a history of sectarian violence and characterised by substantial socio-economic disparities and high levels of gender-based violence. Understanding the experiences of girls in these contexts is important in generating contextually-grounded knowledge and appropriate interventions.Design/methodology/approachA qualitative, exploratory, descriptive and contextual research design was used to collect data from 48 adolescent girls aged 13–16 year-old. A total of six focus group discussions (FGDs) were conducted using a semi-structured questionnaire among a purposive sampling method. Data collected were transcribed verbatim and thematically analysed. Written parental consent was obtained for participants under 18 years old.FindingsThe findings illustrated complex psychological experiences in response to menarche and menstruation. Experiences of shame in relation to menstruation were aggravated by unsupportive responses from school teachers. Challenges such as scarcity of sanitary products were experienced as creating a barrier for girls' school attendance.Research limitations/implicationsExisting research from developing countries suggests that the onset of menstruation has implications for school attendance and academic performance. The research data includes the views of adolescent learners and their negative reactions and positive experiences towards menstruation within the school environment.Practical implicationsGiven the comparative paucity of research emerging from developing countries in sub-Saharan Africa, this paper addresses an important gap in the literature by providing contextually-nuanced information about the menstrual experiences of adolescent girls. The study can further provide information for efforts made by the Department of Education and Department of Health regarding the impact of menstruation on adolescent girls' school attendance.Social implicationsThis study provides important insights regarding the experiences of South African school girls in relation to menstruation. Although dominant feelings of shame, confusion and disgust may surround menstruation, the study also highlighted potential positive experiences associated with menstruation. Teachers and school administrators need to be oriented towards the needs of adolescent girls if issues regarding poor school attendance are to be addressed.Originality/valueTo reduce absenteeism in schools and ensure learners are provided with improved allocation of sanitary products in schools, there is a need for the advocacy regarding sexuality education and resources to promote the psychological health of adolescent girls.
49
May, Josephine. "The national in the transnational." History of Education Review 47, no. 2 (October 1, 2018): 197–207. http://dx.doi.org/10.1108/her-12-2017-0030.
Full textAbstract:
Purpose The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887. Design/methodology/approach Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences. Findings The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her. Originality/value The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.
50
Post, Eric G., David R. Bell, Stephanie M. Trigsted, Adam Y. Pfaller, Scott J. Hetzel, M. Alison Brooks, and Timothy A. McGuine. "Association of Competition Volume, Club Sports, and Sport Specialization With Sex and Lower Extremity Injury History in High School Athletes." Sports Health: A Multidisciplinary Approach 9, no. 6 (June 19, 2017): 518–23. http://dx.doi.org/10.1177/1941738117714160.
Full textAbstract:
Background: High school athletes are increasingly encouraged to participate in 1 sport year-round to increase their sport skills. However, no study has examined the association of competition volume, club sport participation, and sport specialization with sex and lower extremity injury (LEI) in a large sample of high school athletes. Hypothesis: Increased competition volume, participating on a club team outside of school sports, and high levels of specialization will all be associated with a history of LEI. Girls will be more likely to engage in higher competition volume, participate on a club team, and be classified as highly specialized. Study Design: Cross-sectional study. Level of Evidence: Level 3. Methods: High school athletes completed a questionnaire prior to the start of their competitive season regarding their sport participation and previous injury history. Multivariable logistic regression analyses were used to investigate associations of competition volume, club sport participation, and sport specialization with history of LEI, adjusting for sex. Results: A cohort of 1544 high school athletes (780 girls; grades 9-12) from 29 high schools completed the questionnaire. Girls were more likely to participate at high competition volume (23.2% vs 11.0%, χ2 = 84.7, P < 0.001), participate on a club team (61.2% vs 37.2%, χ2 = 88.3, P < 0.001), and be highly specialized (16.4% vs 10.4%, χ2 = 19.7, P < 0.001). Athletes with high competition volume, who participated in a club sport, or who were highly specialized had greater odds of reporting a previous LEI than those with low competition volume (odds ratio [OR], 2.08; 95% CI, 1.55-2.80; P < 0.001), no club sport participation (OR, 1.50; 95% CI, 1.20-1.88; P < 0.001), or low specialization (OR, 2.58; 95% CI, 1.88-3.54; P < 0.001), even after adjusting for sex. Conclusion: Participating in high sport volume, on a club team, or being highly specialized was associated with history of LEI. Girls were more likely to participate at high volumes, be active on club teams, or be highly specialized, potentially placing them at increased risk of injury. Clinical Relevance: Youth athletes, parents, and clinicians should be aware of the potential risks of intense, year-round participation in organized sports.