Bibliografías temáticas / South Asian American high school students

Literatura académica sobre el tema "South Asian American high school students"

Autor: Grafiati

Publicado: 26 de julio de 2024

Última modificación: 28 de julio de 2024

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Artículos de revistas sobre el tema "South Asian American high school students"

Qureshi, Kiran Subhani. "Beyond Mirrored Worlds: Teaching World Literature to Challenge Students’ Perception of “Other”". English Journal 96, n.º 2 (1 de noviembre de 2006): 34–40. http://dx.doi.org/10.58680/ej20065715.

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Reflecting on her experiences as a Muslim American high school English teacher, Kiran Subhani Qureshi says that after 9/11, students must read more literature that challenges their assumptions, values, and lifestyles. This article describes a course called Global Voices, which Qureshi has designed to help students become more aware of world cultures and encourage them to break down harmful stereotypes of Asian, African, South American, and European cultures.

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Sahai, Hardeo. "Relations of Sociodemographic Variables and Cognitive Ability: A Comparative Analysis of the Cognitive Scores of High School Seniors". Perceptual and Motor Skills 69, n.º 3_suppl (diciembre de 1989): 1139–57. http://dx.doi.org/10.2466/pms.1989.69.3f.1139.

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This paper compares subgroups using cognitive scores from a test battery administered to high school seniors in the base year survey in 1980. The procedures used to select the sample were designed to yield a data base that can be statistically projected to represent the national population of about 3,040,000 high school seniors. Comparisons were performed to examine differences in cognitive scores by age, sex, race/ethnicity, socioeconomic status, and census region. Boys scored higher than girls on mathematics and visualization tests, but lower on the picture-number and mosaic comparison tests. Mean scores of the two sexes on the vocabulary and reading tests differed by less than 0.1 SD. Asian/Pacific Islanders had higher means than white students and other minority groups on the mathematics, mosaic comparisons, and visualization test, but their scores did not differ significantly from those of white students on the other three tests. Means for Hispanics were lower than those for white students but higher than those for black students, except on reading. Mean scores of Cubans exceeded those of Mexican Americans, Puerto Ricans or other Hispanics. A positive correlation 0.40 obtained between test scores and the socioeconomic status or education attained by the examinees' mothers. Students in New England had the highest means except on visualization for which the highest scores were in the West, followed in order by those in the Middle Atlantic, West North Central, East North Central, Pacific, Mountain, South Atlantic, East South Central, and West South Central regions.

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Sahai, Hardeo. "Relations of Sociodemographic Variables and Cognitive Ability: A Comparative Analysis of the Cognitive Scores of High School Seniors". Perceptual and Motor Skills 69, n.º 3-2 (diciembre de 1989): 1139–57. http://dx.doi.org/10.1177/00315125890693-215.

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This paper compares subgroups using cognitive scores from a test battery administered to high school seniors in the base year survey in 1980. The procedures used to select the sample were designed to yield a data base that can be statistically projected to represent the national population of about 3,040,000 high school seniors. Comparisons were performed to examine differences in cognitive scores by age, sex, race/ethnicity, socioeconomic status, and census region. Boys scored higher than girls on mathematics and visualization tests, but lower on the picture-number and mosaic comparison tests. Mean scores of the two sexes on the vocabulary and reading tests differed by less than 0.1 SD. Asian/Pacific Islanders had higher means than white students and other minority groups on the mathematics, mosaic comparisons, and visualization test, but their scores did not differ significantly from those of white students on the other three tests. Means for Hispanics were lower than those for white students but higher than those for black students, except on reading. Mean scores of Cubans exceeded those of Mexican Americans, Puerto Ricans or other Hispanics. A positive correlation 0.40 obtained between test scores and the socioeconomic status or education attained by the examinees’ mothers. Students in New England had the highest means except on visualization for which the highest scores were in the West, followed in order by those in the Middle Atlantic, West North Central, East North Central, Pacific, Mountain, South Atlantic, East South Central, and West South Central regions.

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Towfighi, Sohrab, Adrian Marcuzzi, Salman Masood, Mohsin Yakub, Jessica B. Robbins y Faisal Khosa. "Using Onomastics to Inform Diversity Initiatives". Names 70, n.º 3 (22 de agosto de 2022): 39–50. http://dx.doi.org/10.5195/names.2022.2438.

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In multiracial societies, the diversity of names in the workforce may reflect racial inclusivity. There is scant data on racial representation among Canadian physicians, prompting our analysis of naming diversity. We profiled the race and gender demographics of the names of physicians in Canadian academic radiology departments. Further, we devised a structured classification methodology using a commercial artificial intelligence and naming database to classify 1,727 names according to national origin and gender. The names were retrieved from faculty websites. A Z-test of proportions was used to compare radiologists’ name demographics to demographics from the 2016 Canadian census. In close agreement with much of the literature on gender demographics, 31.99% of names were classified as female. Names that were classified as belonging to Indigenous, Black, Latin American, and Filipino name-bearers were underrepresented. Names classified as belonging to the following groups were overrepresented: South Asian, Chinese, Arab, Southeast Asian, West Asian, and Korean. Names associated with White subjects in the corpus were proportionally represented for full names and overrepresented for given names. Faculty with full names classified as Southeast Asian, Korean, and Chinese often had given names that fell into the White category. The structured methodology showed high inter-rater reliability for race classifications. The racial disparities we observed mirrored those found in surveys of medical students, suggesting that the bottleneck occurs at the level of medical school admissions. Thus, onomastics can provide valuable data to diversity initiatives.

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Gao, Jing. "Asian American high school students’ self-concepts and identities". Journal for Multicultural Education 11, n.º 2 (12 de junio de 2017): 101–18. http://dx.doi.org/10.1108/jme-12-2015-0045.

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Purpose This study aims to explore Asian American students’ identities and their perceptions about who they are within the Midwestern American high school setting. Design/methodology/approach A naturalistic inquiry (Lincoln and Guba, 1985) is employed in this qualitative study. Naturalistic inquiry assumes that reality is constructed by individuals, and there exist multiple realities as diverse people experience teaching and learning (Glesne, 1999). It is characterized by natural settings (the schools), natural language (language actually used by students and teachers), responsiveness to concerns and issues of stakeholders (what is important to students and teachers) and collaborative checks on trustworthiness. Findings The study finds that the participants all identify themselves as students, while they perceive differently on their racial/ethnic and cultural identity. They have employed a variety of strategies to negotiate with their dynamic, multiple and sometimes contradictory identities when confronted with challenges and opportunities within different social contexts. Research limitations/implications The limitations of my study lie first in a small number of participants. Eight Asian American students do not represent the heterogeneous Asian American groups in the USA. More students would provide different perspectives and experiences in the study. The time for conducting this study is another limitation. Longer period on the research sites would provide thicker descriptions. Practical implications There are implications for educational practice and future research to help understand the diversity among Asian American students and to find ways to integrate accurate and comprehensive information related to Asian Americans into the curricular with critical reflection upon the issues of race, ethnicity, culture and identity. Originality/value This study will enrich the current literature on Asian American education because there is currently limited research in this area. It will give voices to Asian American students and contribute to a better understanding of how both students and teachers are responding to the challenges faced in many schools as demographics change. It will also have implications for teacher education and encourage awareness in this field that might affect future educational practices and policies.

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Song, Suzan J., Robert Ziegler, Lisa Arsenault, Lise E. Fried y Karen Hacker. "Asian Student Depression in American High Schools". Journal of School Nursing 27, n.º 6 (15 de agosto de 2011): 455–62. http://dx.doi.org/10.1177/1059840511418670.

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There are inconsistent findings about depression in Asians. This study examined risk factors for depression in Asian and Caucasian adolescents. Stratified bivariate secondary analyses of risk indicators and depressed mood were performed in this cross-sectional study of high school survey data (9th to 12th grades) from 2,542 students (198 Asian). Asians had a higher prevalence of depressed symptoms, but similar risk factors as Caucasians. Smoking and injury at work were major risk factors for depressed mood among Asians. Asian-specific risk factors for depression were being foreign-born and having a work-related injury. Asian and Caucasian teens have similar risk factors for depressed mood, though being foreign born and having a work-related injury are risk factors specific to Asian youth, possibly related to social–economic status. Providers of care in school, such as school nurses, can be important primary screeners of depression for Asian students in particular.

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Lee, Stacey J. "Perceptions of Panethnicity among Asian American High School Students". Amerasia Journal 22, n.º 2 (enero de 1996): 109–26. http://dx.doi.org/10.17953/amer.22.2.e52u1t67248u600q.

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Wong, Tracy. "The Role of Bullying and Perceived Racial Discrimination on the Mental Health of Asian American High School Students During the COVID-19 Pandemic". Journal of Black Sexuality and Relationships 10, n.º 3-4 (enero de 2024): 207–28. http://dx.doi.org/10.1353/bsr.2024.a931225.

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Abstract: The COVID-19 pandemic had a devastating impact on the mental health outcomes of high school students in the U.S. Asian American students were additionally confronted with widespread anti-Asian political rhetoric and an increasing escalation of anti-Asian violence. To better understand this phenomenon, this paper employs Asian American critical race theory as a theoretical framework and utilizes data from the U.S. Centers for Disease Control’s 2021 Adolescent Behaviors and Experiences Survey (ABES) and hierarchical regression modeling, to explore the relative impact of ill treatment and key demographics on negative mental health outcomes among Asian American and White high school students. Further, to unpack the unique racial differences, analyses are first performed for these two racial groups combined, and then for each separately. Results indicated that, for Asian American students, being bullied was not a significant predictor of poor mental health, however being treated unfairly at school because of their race or ethnicity was a strong predictor. Moreover, demographic characteristics such as age, grade, and gender were more significantly predictive of poor mental health among Asian American students than their White counterparts. Implications, including structural level interventions to address adolescent mental health in a post-pandemic reality, reflections on Asian American adolescent needs going forward, and future research needs, are discussed.

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Zuercher, Jennifer L. y Chaya Gopalan. "Introducing physiology of diabetes to American Asian middle school and high school students". Advances in Physiology Education 44, n.º 4 (1 de diciembre de 2020): 587–91. http://dx.doi.org/10.1152/advan.00088.2020.

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Diabetes, a chronic condition that impacts millions, is a complex disease. Understanding the disease can contribute to increasing awareness about this debilitating condition and preventing occurrences. Furthermore, inculcation of physiology knowledge may lead to an increased likelihood of career goals that align with this area of study. In pursuit of these goals, we set out to educate middle and high school students about diabetes. Thirty (16 high school; 14 middle school) students from a Sunday school program at an urban religious center completed a 10-question pretest as a way to measure initial knowledge about diabetes. Following completion of the survey, a 1-h education session was presented by a local physician who also brought a glucometer and insulin syringes for students to have a hands-on experience with some disease-specific tools. A posttest was administered following the presentation. The posttest consisted of 11 questions, where all but 2 questions were the same as for the pretest, measuring improvement of prior knowledge and engagement in the presentation. The overall posttest average score increased by approximately two correct responses, which was a significant improvement ( P < 0.0001), suggesting that the students were motivated to and did learn diabetes concepts. This study also suggests that exposing students to educational activities related to physiology is beneficial and may lead to an increase in interest in physiology, an awareness of diabetes, and perhaps the development of healthy habits.

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Gao, Jing. "Asian American Students’ Perceptions of Social Studies". International Journal of Multicultural Education 22, n.º 3 (31 de diciembre de 2020): 76. http://dx.doi.org/10.18251/ijme.v22i3.2515.

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This qualitative study explores Asian American high school students’ perceptions of social studies. The study finds that students affirm the value and significance of learning social studies. Their different interpretations of social studies further reveal that their social studies learning experiences have been influenced by their teachers’ beliefs and practices on social studies curriculum and instruction, and the interplay with students’ complex and multi-faceted identities. The findings of this study suggest a comprehensive and diversified curriculum and culturally relevant teaching in social studies.

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Tesis sobre el tema "South Asian American high school students"

Huang, Wen-Jiun. "The Interaction Between Identity and Schooling of Asian American High School Students". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392974968.

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Binning, Priya. "The multi-identities of Canadian high school students of South Asian heritage". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28816.

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This study examined the notions of culture and identity held by high school students, of mainly Punjabi descent, in a Punjabi 11 class as realized through their completion of a unit designed to allow them to learn about themselves and their attitudes and beliefs regarding what comprised their culture. Data was collected through a unit of study created to allow the students to explore their identities and included student journals, reflections and final projects and presentations. The findings suggest that while the students identified themselves as Canadian, a Canadian identity often appeared to be second to their ethnic or religious identity (such as being Punjabi or Sikh). What came to the forefront is that Punjabi students see themselves as having a unique cultural identity that they share with other students of similar backgrounds. For many, this essential group identity creates the foundation for their social networks. Two of the main factors that create this group identity appear to be religion and culture, both of which are taught at home by the family, supported by Punjabi media and validated by their friends at school. The expectations placed upon the participants by family are accepted and not often questioned and are instead considered to be duties that need to be fulfilled. Moreover, religion and culture are terms that appear, for some, to be interchangeable for many of the participants in this study and this does not pose a problem for them or their identities. There are also elements of being Punjabi and being Canadian that could be interpreted as being conflictual but are not perceived as such by the students, such as wanting to maintain traditional gender roles and marriage practices while also embracing the independence and freedom to choose your own path that comes with being Canadian. This study contributes to our understanding of adolescent Indo-Canadians by exploring what their notions of identity are and how they see themselves, within their social groups, school community and at home. Future research should be focused on a larger, more diverse population of Indo-Canadian teenagers to concretely substantiate the ideas presented in this study.

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Mitchell, Karissa Joan Sywulka. "School Supports for Chinese International Students in American Christian High Schools". Thesis, Biola University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424738.

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Over the last decade, many Christian high schools in the United States have been adapting to an exponential increase of Chinese international students. Chinese families have shown increased interest and ability to send their teenage students to American high schools. Public high schools can only host an international student for a year, but private high schools can enroll the students multiple years. There have been few educational research studies for private high schools to refer to if they wanted to read research that would directly aid them in creating supports for their increasing amount of Chinese international students. This study’s purpose was to explore what school supports Chinese international secondary students attending Christian high schools in the United States perceived to be effective. Three Christian high schools in California participated, with a total of 23 Chinese international students completing a questionnaire in which they rated existing schools supports and answered open-ended questions. The students showed overall satisfaction with existing schools supports, while also having many ideas for improvement. The students rated the following supports most highly: opportunities to be in service projects, the performing arts, the opportunity to learn about the Bible in club meetings and camps, teachers providing help for international students, and connection with international student alumni. Students voiced that they strongly desired help building stronger connections with local students, more academic support, and more culturally appropriate food.

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Bryant, Michael Hugh. "A comparative analysis of factors contributing to the biblical worldview among High School students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina". Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Garran, Christopher Scott. "Encountering faces of the other a phenomenological study of American high school students journeying through South Africa /". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1720.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Chen, Wenjun. "Relationships between Perceived Parenting Behaviors and Academic Achievement among High School Students in International Baccalaureate (IB) Programs: A Comparison of Asian American and White Students". Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5459.

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Parenting style as a predictor of students' academic achievement is gaining increased interest by parents, educators, and psychologists. Current literature suggests that a combination of three parenting dimensions (i.e., responsiveness, supervision, and autonomy granting) is relevant to characterizing one's parenting style into four types (i.e., authoritative, authoritarian, indulgent, and neglectful), and each dimension of parenting behavior has a different effect on students' academic performance. Based on the different cultural backgrounds and the methods parents use to educate their children at home, some literature suggests that the school performance of some Asian American students could benefit from different parenting behaviors as compared to White students. Very little prior research has attended to links between parenting and achievement among high-achieving students who pursue college-level curricula during high school years, such as students enrolled in International Baccalaureate (IB) programmes. This study examined: (a) the relationships between parenting behaviors and students' achievement (i.e., semester GPA and mean score on end-of-course exams) among a combined sample of ethnically diverse IB students and then within two ethnic groups of interests (i.e., White and Asian American), (b) the differences in mean levels of students' achievement between the two aforementioned ethnic groups, and (c) differences in mean levels of parenting dimensions between two ethnic groups with regards to three parenting behaviors (i.e., responsiveness, demandingness, and autonomy granting). An archival dataset that includes data from 245 Asian American IB students and 533 White IB students was analyzed. The findings from the current study suggested that Asian American IB students earned significant higher GPAs than White IB students, while there was not a difference in performance on end-of-course exams between two groups. Second, White and Asian American IB students perceived different average levels of parenting behaviors. Specifically, White IB students reported perceiving higher levels of parental responsiveness and autonomy granting, while Asian American IB students perceiving higher level of demandingness. Additionally, responsiveness and autonomy granting both had positive relations with semester GPA within the entire sample of IB students as well as within the White IB students, while autonomy granting positively related to end-of-course exam scores within the entire IB students. All three parenting behaviors were associated with academic outcomes in a similar manner across White and Asian American IB subgroups. Specifically, responsiveness was the only significant and unique predictor of semester GPA for IB students. For end-of-course exam performance, demandingness was a negative predictor while autonomy granting was a unique positive predictor for IB students.

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Kim, Sulki. ""Cause you're Asian" influence of the model minority stereotype as a source of social comparison affecting the relationship between academic achievement and psychological adjustment among East Asian American high school students /". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383479441&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Duan, Xuejing. "The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.

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The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The results of this study showed three sets of important findings. The first set showed that students' perception of teacher support and peer influence were significantly and directly related to students' math achievement, with the relationship between peer influence and math achievement being positive and the relationship between perceived teacher support and math achievement being negative. Controlling for other variables in the model, parental involvement was not significantly related to student math achievement. The second set of findings demonstrated that math motivation indeed plays a significant role in mediating the relationships of social support (from teachers and peers, but not from parental involvement) and student math achievement in high school. The third set of findings indicated that both family SES and prior math achievement influenced student social support and math achievement. Furthermore, two main deviations were found between White/Asian and African-American/Hispanic student models. Perceived teacher support negatively and significantly influenced White/Asian students' math achievement, but it had no significant influence on African-American/Hispanic students. In addition, math motivation had a stronger influence on the math achievement for White/Asian students than African-American/Hispanic students. The present study makes significant theoretical and practical contributions to the body of knowledge on the role of parental involvement, perceived teacher support, and peer influence on math achievement at the high school level using nationally representative data.
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Doyle, Larry O. Sr. "Oral History of School and Community Culture of African American Students in the Segregated South, Class of 1956: A Case Study of a Successful Racially Segregated High School Before Brown Versus Board of Education". University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1587045920719023.

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Kim, Jung-in 1978. "An integrative cultural view of achievement motivation in learning math : parental and classroom predictors of goal orientations of children with different cultural and ethnic backgrounds". 2008. http://hdl.handle.net/2152/18130.

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With the remarkable increase in immigration since the passage of the 1965 Immigration Act, approximately one in five children in the United States has at least one foreign-born parent (Hernandez & Charney, 1998). This study was an investigation of how students’ perceptions of their parents shaped the kind and degree of motivational goal orientations that they adopted in their mathematics classroom taking students’ different cultural and ethnic backgrounds into account. In this study, students of different ethnic backgrounds enrolled in an American high school reported their achievement goal orientations and self-regulated motivations for their math class, as well as their perceptions of parents’ goals for them, parents’ motivating styles, and the classroom’s goal structures. A total of 138 9th grade Anglo American students and Asian American students were included in the data analyses. In path analyses, Anglo American and Asian American students’ goal orientations were predicted by their perceptions of their parents’ goals for them as well as their parents’ motivating styles, mediated by the students’ self-regulated motivation. For both Anglo American and Asian American students, autonomous self-regulated motivation predicted mastery goal orientation, and less autonomous self-regulated motivation predicted performance goal orientations. However, the students’ perceptions of parental influence from different ethnic/cultural backgrounds were different in predicting students’ self-regulated motivations. Interestingly, Asian American children’s perceptions of parents’ controlling style as well as parents’ autonomy support could predict their mastery goal adoption via identified regulation, and their perception of parental control even predicted their intrinsic regulation. It was also interesting to note that Asian American students’ perceptions of parents’ goal orientations for them predicted their own goals not only directly but also mediated by their self-regulated motivations, unlike Anglo American students whose perceptions of parents’ goals predicted their own goals only mediated by their self-regulated motivations. An integration of self-determination theory and goal theory is offered, broadening the application of these two theories to students of different ethnic/cultural backgrounds.
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Libros sobre el tema "South Asian American high school students"

Alin, Sangeda. Empower Yourself: Find a Better Place. [New York, NY]: [TORCH, National Institute for Reproductive Health], 2014.

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Kim, Heather. Diversity among Asian American high school students. Princeton, NJ: Policy Information Center, Educational Testing Service, 1997.

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Rhonda, ed. Split! Storrs, CT: Rhonda, 1995.

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Lynn, Steven, Pat Conroy y Aïda Rogers. Writing South Carolina: Selections from the first annual high school writing contest. Columbia, South Carolina: The University of South Carolina Press, 2015.

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Christine, Wong, ed. Quietly reBorn: A literary journal by Iu Mien American youth. San Francisco, CA: Pacific News Service, 2000.

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Cowy, Kim Katherine, ed. Quietly torn: A literary journal by young Iu Mien American women living in Richmond, California. San Francisco, CA: Pacific News Service, 1999.

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Thomas, French. South of heaven: A year in the life of an American high school, at the end of the twentieth century. New York: Doubleday, 1993.

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Phatthanasombati, Lida. Kitty Litter. Belleville, NJ: the author, 1996.

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Khanlou, Nazilla. Mental health promotion among female adolescents living within a cross-culural context: Participatory action research with South Asian-Canadian high school students. Hamilton, Ont: McMaster University, McMaster Research Centre for the Promotion of Women's Health, 1997.

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1979-, Ward Sandi P., ed. You might as well live. Annandale-on-Hudson, NY: Lauren Jade Martin, 1996.

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Capítulos de libros sobre el tema "South Asian American high school students"

Börjesson, Mikael y Pablo Lillo Cea. "World Class Universities, Rankings and the Global Space of International Students". En Evaluating Education: Normative Systems and Institutional Practices, 141–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_10.

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AbstractThe notion of World Class University suggests that this category of universities operates at a global and not national level. The rankings that have made this notion recognised are global in their scope, ranking universities on a worldwide scale and feed an audience from north to south, east to west. The very idea of ranking universities on such a scale, it is argued here, must be understood in relation to the increasing internationalisation and marketisation of higher education and the creation of a global market for higher education. More precisely, this contribution links the rankings of world class universities to the global space of international student flows. This space has three distinctive poles, a Pacific pole (with the US as the main country of destination and Asian countries as the most important suppliers of students), a Central European one (European countries of origin and destination) and a French/Iberian one (France and Spain as countries of destination with former colonies in Latin America and Africa as countries of origin). The three poles correspond to three different logics of recruitment: a market logic, a proximity logic and a colonial logic. It is argued that the Pacific/Market pole is the dominating pole in the space due to the high concentration of resources of different sorts, including economic, political, educational, scientific and not least, linguistic assets. This dominance is further enhanced by the international ranking. US universities dominate these to a degree that World Class Universities has become synonymous with the American research university. However, the competition has sharpened. And national actors such as China and India are investing heavily to challenge the American dominance. Also France and Germany, who are the dominant players at the dominated poles in the space, have launched initiative to ameliorate their position. In addition, we also witness a growing critique of the global rankings. One of the stakes is the value of national systems of higher education and the very definition of higher education.

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Brown, Jeannette. "From Academia to Board Room and Science Policy". En African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0010.

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Reatha Clark King is a woman who began life in rural Georgia and rose to become a chemist, a college president, and vice president of a major corporate foundation. Reatha Belle Clark was born in Pavo, Georgia, on April 11, 1938, the second of three daughters born to Willie and Ola Watts Clark Campbell. Her mother Ola had a third grade education and her father Willie was illiterate. Her families were sharecroppers in Pavo. Her mother and grandmother raised her in Moultrie, Georgia, after her parents separated when she was young. She and her sisters worked long hours in the cotton and tobacco field during the summer to raise money. She could pick 200 pounds of cotton a day and earn $6.00, which was more than her mother’s salary as a maid. 1 In the 1940s in the rural segregated South, the only career aspirations for young black girls were to become a hairdresser, a teacher, or a nurse. Reatha started school at the age of four in the one-room schoolhouse at Mt. Zion Baptist Church. Still more than a decade before Brown v. Board of Education , Reatha’s schools were segregated. The teacher, Miss Florence Frazier, became Reatha’s first role model. Reatha said, “I never wondered if I could succeed in a subject. It was only a question of whether I wanted to study the subject.” She later attended the segregated Moutrie High School for Negro Youth. Despite missing much school to attend to fieldwork, Reatha maintained her studies. She graduated in 1954 as the valedictorian of her class. Reatha received a scholarship to enter Clark College in September 1954, originally planning to major in home economics and teach in her local high school. These plans changed after her first chemistry course with Alfred Spriggs, the chemistry professor. He encouraged her to major in chemistry and go to graduate school. She found that chemistry was the perfect major for her. She says, “Both the subject matter and methodology were interesting and challenging; the laboratory and lecture sessions were exciting; and my fellow students in chemistry were both serious students and fun to work with.”

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Vũ, Kính T. "Call Me by MY Name". En The Oxford Handbook of Care in Music Education, 471—C39P71. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780197611654.013.42.

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Abstract What does care in music education look like when band directors make efforts to know their student musicians (who), beyond ensemble repertoire selections (what)? This narrative about two high school band directors explores teachers’ desires to reach beyond repertoire selection in an effort to know the Asian or Asian American students who participate in their concert and marching band programs. Particular attention is given to how these teachers have developed awareness of their Asian students’ names, and how that awareness aligns with intercultural sensitivity. Participants agreed that it is vital to know students’ names as a form of intercultural sensitivity whereby all learners are recognized and visible as human beings, not viewed merely as sonic contributors to band ensemble sound.

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Lung-Amam, Willow S. "A Quality Education for Whom?" En Trespassers? University of California Press, 2017. http://dx.doi.org/10.1525/california/9780520293892.003.0003.

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This chapter considers how migrants' educational priorities and practices reshaped Silicon Valley neighborhoods and schools. For many Asian American families, high-performing schools have been among the most important factors drawing them to particular communities around the region and to their imagined geography of “good” suburban neighborhoods. The academic culture and practices that Asian Americans introduced in Fremont schools, however, has been met with considerable resistance. A case study of the Mission San Jose neighborhood in Fremont shows that as large numbers of Asian American families moved into the community, primarily for access to its highly ranked schools, many established White families moved out. This pattern of so-called White flight was driven in part by tensions between Asian American and White students and parents over educational values, school culture, and academic competition.

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Brighton, Christopher, Lingbin Wang, Yingting Chen y Xu Gong. "A Core Skill for Higher Education". En Intercultural Foreign Language Teaching and Learning in Higher Education Contexts, 178–96. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8128-4.ch009.

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This chapter will argue that intercultural communication is a core skill for students of higher education. Yet, high school graduates are not adequately prepared for the global environments that are today's higher education institutions. The focus is on the learning and teaching of intercultural communication at high school and the skills carried by the learner into higher education. The authors examine why, despite the guidelines from the American Council on the Teaching of Foreign Languages, the Common European Framework of Reference for Languages, and the High Schools English Curriculum standards express instructions for teaching intercultural skills in the classroom, students lack the core skills on completion of language studies at high school. The material for this chapter is drawn from the experience of the authors in learning, teaching, and assessing language competence in South-Eastern China, Central Europe, and the Eastern Seaboard of the USA.

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Flores, Glenda M. "Standardized Tests and Workplace Tensions". En Latina Teachers. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479839070.003.0007.

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Chapter 6 offers an analysis of how California’s structural policies regarding high-stakes testing and the academic labels applied to language-minority children fuel interracial conflicts between Latina teachers and their African American and Asian co-workers. While Latina teachers explained that race relations with their co-workers were ostensibly civil on a daily basis, they use language labels to discuss racial/ethnic conflict between teachers and students on school grounds. The language labels (EO=English Only, ELL=English Language Learner) applied to students in schools result in a differential racialization process of children, with the children of Latino immigrants (ELLs) being preferred at Compton Elementary. Asian children and exceptional children of Latino immigrants are preferred at Goodwill Elementary. Latina cultural guardians resist this structural inequality.

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Hrabowski, Freeman A., Kenneth I. Maton, Monica Greene y Geoffrey L. Greif. "Raising Successful African American Young Women What We Have Learned". En Overcoming the Odds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195126426.003.0010.

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It is important to remember that the young women in our study are successful not simply in general, but they have excelled in high school and college math and science courses and performed well on standardized tests. Their success is especially significant in the light of recent legal decisions regarding affirmative action. These decisions make it more difficult for minority children to gain admission to some of the nation’s colleges and universities. The critical challenge minority children face is that if their grades and test scores—the traditional measures of success—are not as competitive as those of their White or Asian counterparts, these underrepresented minority groups may not be able to take advantage of all the educational and career opportunities available in our society. Therefore, we must do all we can to strengthen and elevate the academic performance of these students well before they enter college. We know that schools and teachers are critical in the educational process, and understandably they receive a great deal of attention when we look at student-achievement levels. However, we need to focus much more attention on the role of families in this process, particularly in preparing daughters for success in school. Both parents and daughters agreed that parental or family support, in addition to natural ability, was a major reason for the daughters’ success. We have learned that raising African American girls to become high-achieving women in science is a complex and exciting challenge. The past six chapters have focused on what we have learned from slightly more than one hundred families of successful African American college women in science. The book uses and analyzes the voices of the parents and daughters to illuminate the journeys of these families over three generations. What emerges from their diverse perspectives and backgrounds is a rich and colorful tapestry that helps us understand the values, practices, and strategies that have led to the daughters’ success. The daughters in our study come from a variety of familial, geographic, educational, and economic backgrounds.

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Gupta-Carlson, Himanee. "Navigating Rebellion and Respect". En Muncie, India(na). University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041822.003.0005.

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This chapter uses auto-ethnography and discourse analysis to discuss the lives of South Asian American individuals’ memories of their teenage years in Muncie, Indiana. It compares and contrasts these experiences with the depiction of high school life in the acclaimed documentary Seventeen, analyzing both the experiences and the film against the 1970s racial politics of Muncie life. It also critiques a set of new Middletown studies on Muncie that were conducted in the 1970s and in doing so argues that the exclusions of African Americans and foreign-born individuals in the earlier studies by Robert S. Lynd and Helen Merrell Lynd affected the lens through which the follow-up studies interpreted 1970s Muncie life

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Giddins, Gary. "Memorophiliac (Vijay Iyer)". En Weather Bird, 327–28. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195304497.003.0083.

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Abstract The long fingers of pianist Vijay Iyer, who appeared with his quartet in the Jazz Gallery series, “Pianobility,” look like tarantula legs as they scamper across the keys, arched high and slightly bent at the knuckles. In liner notes and promotional materials, he has aligned himself with the percussive school of jazz piano—Ellington, Hines, Monk, Powell, Taylor, Nichols, Weston, Tyner, and the rest—and you can hear the influences at work, but he doesn’t sound like any of them. His touch is firm and dramatic, in accord with his penchant for vamps (put Ibrahim on the list) and architectonic structures and ringing overtones (Jamal, too); yet its very deliberation suggests more of a pressing than a striking of the keys (also Pullen and Walton). In an era of homages, Iyer is no slouch: His notes to his first CD, the nicely titled Memorophilia, include his pantheon of more than 80 musicians “and many others, of course.” Still, his sound is his own and you would recognize it in a blindfold test. That alone is impressive, particularly for an academic—degrees from Yale and Berkeley and a dissertation, “Microstructures of Feel, Macrostructures of Sound: Embodied Cognition in West African and AfricanAmerican Musics.” (Academics have to write like that; it’s a law.) Iyer is full of words and himself: His music, he says in the notes to Architextures, is about “what I have learned as a member of the post-colonial, multicultural South Asian diaspora, as a person of color peering in critically from the margins of American mainstream culture, and as a human being with a body, a mind, memories, emotions, and spiritual aspirations.” That may be true, but, happily, his music lacks any whiff of homework. Like his touch, it is spry and darting—very smart and without a need to show off or push a point. South Asian tropes are handily reconciled. Programmatic titles aside, his music is all music.

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"ley, 1999). The impetus for understanding the underlying dynamics of dishonest behavior among students stems from the conviction that, apart from assuming the role of an educational and credentialing agency, the primary focus of an academic institution is to provide an environment for personal development of our youth in the moral, cognitive, physical, social, and aesthetic spheres. An atmosphere that promotes academic honesty and integrity is a precondition for generating, evaluat-ing, and discussing ideas in the pursuit of truth, which are at the very heart of aca-demic life. Research has shown that dishonesty in college, cheating in particular, is a predic-tor of unethical behavior in subsequent professional settings (e.g., Sierles, Hendrickx, & Circel, 1980). More recently, Sims (1993) also found academic dis-honesty to be significantly related to employee theft and other forms of dishonesty at the workplace. Sim's findings suggest that people who engaged in dishonest behav-iors during their college days continue to do so in their professional careers. Further-more, Sim's findings indicate that people who engaged in dishonest behaviors during college are more likely to commit dishonest acts of greater severity at work. Existing research on academic dishonesty has largely been conducted in Eu-rope and North America. The results of these studies suggest that a large percent-age of university students indulge in some form of cheating behaviors during their undergraduate studies (e.g., Newstead, Franklyn-Stokes, & Armstead, 1996). Sur-vey findings also suggest that not only is student cheating pervasive, it is also ac-cepted by students as typical behavior (e.g., Faulkender et al., 1994). Although the research conducted in the Western context has increased our under-standing of academic dishonesty among students, the relevance of these results to the Asian context is questionable. Differences in sociocultural settings, demo-graphic composition, and specific educational policies may render some compari-sons meaningless. Different colleges also vary widely in fundamental ways, such as size, admission criteria, and learning climate. These factors render the comparabil-ity of results obtained from different campuses difficult. Cross-cultural studies con-ducted to examine students' attitudes toward academic dishonesty have found evidence that students of different nationalities and of different cultures vary signifi-cantly in their perceptions of cheating (e.g., Burns, Davis, Hoshino, & Miller, 1998; Davis, Noble, Zak, & Dreyer, 1994; Waugh, Godfrey, Evans, & Craig, 1995). For example, in their study of U.S., Japanese, and South African students, Burns et al. found evidence suggesting that the South Africans exhibited fewer cheating behav-iors than the Americans but more than the Japanese at the high school level. How-ever, at the college level, the cheating rates for South African students were lower compared to both their American and Japanese counterparts. In another cross-national study on academic dishonesty, Waugh et al. (1995) examined cheating behaviors and attitudes among students from six countries (Australia, the former East and West Germany, Costa Rica, the United States, and Austria) and found significant differences in their perceptions of cheating. Stu-". En Academic Dishonesty, 47–56. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-7.

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Actas de conferencias sobre el tema "South Asian American high school students"

Coelho, Tiago Ruivo y Sergio Shimura. "High Altitude Cosmic Radiation Measurement Using Stratospheric Balloon in Sorocaba Region – A STEM Experiment for High School Students". En 2nd South American Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2021. http://dx.doi.org/10.46254/sa02.20210470.

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Zhao, Jinhua. "Factors Influencing High School Asian American Students’ STEM Major Choice: A Systematic Review (Poster 31)". En 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114734.

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Zhao, Jinhua. "Factors Influencing High School Asian American Students’ STEM Major Choice: A Systematic Review (Poster 31)". En AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2114734.

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Prasetyo, Yogi Tri, Ashutosh Kumar, Alyza Joy P. Alyza Joy P., Karl Timothy Andrew M. Ong, Ma Karylle Ashlie S. Siochi y Ardvin Kester S. Ong. "Evaluation of Chair Dimensions, Anthropometric Measurements and Subjective Comfort Among Filipino High School Students: A Structural Equation Modelling Approach". En 2nd South American Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2021. http://dx.doi.org/10.46254/sa02.20210642.

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