Articles de revues : « South Asian American high school students »

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Qureshi, Kiran Subhani. « Beyond Mirrored Worlds : Teaching World Literature to Challenge Students’ Perception of “Other” ». English Journal 96, n^o 2 (1 novembre 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 (décembre 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 (décembre 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 et Faisal Khosa. « Using Onomastics to Inform Diversity Initiatives ». Names 70, n^o 3 (22 août 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 juin 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 et Karen Hacker. « Asian Student Depression in American High Schools ». Journal of School Nursing 27, n^o 6 (15 août 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 (janvier 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 (janvier 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., et Chaya Gopalan. « Introducing physiology of diabetes to American Asian middle school and high school students ». Advances in Physiology Education 44, n^o 4 (1 décembre 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 décembre 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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Trott, Garrett. « Book Review : Asian American Religious Cultures ». Reference & ; User Services Quarterly 55, n^o 3 (25 mars 2016) : 249. http://dx.doi.org/10.5860/rusq.55n3.249a.

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Asian American Religious Cultures (AARC) is an encyclopedic collection of essays and entries aimed at high school students, college undergraduates, and nonspecialist readers. This collection, written by a variety of experts, touches upon specific elements of Asian American religious cultures.

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Zhang, Woran. « Tiger Parenting and its Influence on American High School Students ». World Journal of Educational Research 10, n^o 5 (11 octobre 2023) : p164. http://dx.doi.org/10.22158/wjer.v10n5p164.

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This paper explores the impact of Tiger Parenting on the academic performance and mental health of high school students. First, we will define what Tiger Parenting is and how it fits into the conventional parenting style categories. Then, the research findings related to the development of the Tiger Parenting style will be discussed. The results were unexpected. Contrary to what the West portrays, Tiger Parenting is actually not an authoritarian parenting style. Moreover, it does not work with any family in non-Asian cultures due to cultural reasons.

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Colbert-Lewis, Sean, et Drinda E. Benge. « An analysis of the presentation of Sikhism in social studies textbooks ». Social Studies Research and Practice 13, n^o 2 (10 septembre 2018) : 238–53. http://dx.doi.org/10.1108/ssrp-09-2017-0051.

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Purpose The increase of Islamophobia-inspired hate crimes toward Sikh Americans led the Sikh Coalition of America and the National Council for the Social Studies to request social studies educators to conduct a content analysis on the presentation of Sikhism in social studies textbooks. The Sikh Coalition hopes to use the findings of such research to encourage more appropriate inclusion about the religion in textbooks by the leading publishing companies and as a legitimate social studies subject of instruction in the state standards for all 50 states. The paper aims to discuss this issue. Design/methodology/approach The incorporation of critical pedagogy, as a tool of critical multiculturalism, serves as the theoretical design of this study. Content analysis serves as the method of research for this study. The authors also employed an online survey to determine the scope of religious literacy of the pre-service teachers with regard to Sikhism before the conducting of content analysis of social studies textbooks for the presentation of Sikhism. Findings The current presentation of Sikhism in social studies textbooks has the potential to help fuel the Islamophobia that Sikh Americans now face. The authors found that the pre-service teachers possess little religious literacy regarding Sikhism. Furthermore, from the content analyses, the authors found that a total of 21 out of the sample of 32 textbooks (5 elementary, 11 middle grades and 16 high school) mention Sikhism. Eight textbooks include a mention of the origins of Sikhism. Nine textbooks misidentify the religion as a blending of Hinduism and Islam. Nine textbooks mention the religion in relation to the assassination of Indira Gandhi. Research limitations/implications The originality of this research led the authors to find that the very limited and inaccurate information we found present in the most-used textbooks for elementary, middle grades and high school social studies made the employing of inferential statistics like correlation difficult. Also, the authors found from the literature that research addressing Islamophobia in the classroom has centered on the role of licensed teachers only. The research gives a model to how pre-service teachers may address Islamophobia in the classroom and also gain religious literacy regarding Sikhism. Practical implications The rise of Islamophobia-inspired violence toward students of South Asian descent has led to the call to address this matter. The research introduces a method to how social studies education professors may help engage their pre-service teachers in proactively addressing Islamophobia. Social studies professors have a responsibility to help promote social justice through critical pedagogy that explores the religious literacy of their pre-service teachers beyond Buddhism, Christianity, Hinduism, Islam and Judaism. Social implications The Sikh Coalition, by telephone, has formally acknowledged to the authors that the textbook research has been the most extensive they have received since making their joint request with the National Council for the Social Studies. They have used the research to successfully convince the state education boards of Texas and recently Tennessee to adopt the inclusion of Sikhism in social studies content. More Americans, at a young age, need to learn about Sikh culture, so they are less likely to develop prejudicial ideas about Sikh Americans and commit violent acts of religious-based discrimination. Originality/value The research is extremely rare. To date, no one else in the country has conducted research on the presentation of Sikhism in textbooks to the extent that the authors have. The authors hope that the research will encourage more dialogue and further research. The authors hope that the research will help prevent further acts of religious-based violence toward followers of the world’s sixth largest religion.

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Chen, Chuansheng, et Harold W. Stevenson. « Motivation and Mathematics Achievement : A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students ». Child Development 66, n^o 4 (août 1995) : 1215. http://dx.doi.org/10.2307/1131808.

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Hardy, Lyda Mary. « Rainbow Teachers/Rainbow Students : Who’s New in Multicultural Literature ». English Journal 86, n^o 7 (1 novembre 1997) : 104–8. http://dx.doi.org/10.58680/ej19973466.

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Describes how a multicultural unit was added to a high school American literature course, noting that this necessitated selecting a large number of new books for the school library. Discusses goals of the multicultural project and its main interpretive assignment. Describes briefly selected works by four new African American writers and four new Asian American writers.

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Lee, Sang Bok. « Asian Values Scale : Comparisons of Korean and Korean-American High School Students ». Psychological Reports 98, n^o 1 (février 2006) : 191–92. http://dx.doi.org/10.2466/pr0.98.1.191-192.

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Cooc, North, et Grace MyHyun Kim. « Beyond STEM : The invisible career expectations of Asian American high school students. » American Psychologist 76, n^o 4 (mai 2021) : 658–72. http://dx.doi.org/10.1037/amp0000806.

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Tessler, Hannah, Meera Choi et Grace Kao. « Feelings of Safety and Belonging in High School for Asian American Students ». Journal of School Violence 23, n^o 2 (18 février 2024) : 187–201. http://dx.doi.org/10.1080/15388220.2023.2297034.

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Dowell, Marya Hynes, Héctor Suárez et Francisco Cumsille. « Cocaine Use among High School Students in Six South American Countries ». Revista Colombiana de Psiquiatría 39 (2010) : 36S—45S. http://dx.doi.org/10.1016/s0034-7450(14)60266-3.

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Grunbaum, Jo Anne, Richard Lowry, Laura Kann et Beth Pateman. « Prevalence of health risk behaviors among Asian American/Pacific Islander high school students ». Journal of Adolescent Health 27, n^o 5 (novembre 2000) : 322–30. http://dx.doi.org/10.1016/s1054-139x(00)00093-8.

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Brice, Chad, Carrie Masia Warner, Sumie Okazaki, Pei-Wen Winnie Ma, Amanda Sanchez, Petra Esseling et Chelsea Lynch. « Social Anxiety and Mental Health Service Use Among Asian American High School Students ». Child Psychiatry & ; Human Development 46, n^o 5 (10 octobre 2014) : 693–701. http://dx.doi.org/10.1007/s10578-014-0511-1.

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Assari, Shervin, Shanika Boyce, Mohsen Bazargan et Cleopatra H. Caldwell. « Mathematical Performance of American Youth : Diminished Returns of Educational Attainment of Asian-American Parents ». Education Sciences 10, n^o 2 (5 février 2020) : 32. http://dx.doi.org/10.3390/educsci10020032.

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The Marginalization-related Diminished Returns (MDR) phenomenon refers to the weaker effects of parental educational attainment for marginalized groups, particularly ethnic minorities. This literature, however, is limited to Blacks and Hispanics; thus, it is not clear if the MDR phenomenon also applies to the educational performance of Asian Americans or not. To explore ethnic differences in the association between parental educational attainment and youth mathematical performance among 10th-grade American high schoolers, this cross-sectional study used baseline data from the Education Longitudinal Study, a national survey of 10th-grade American youth. The analytical sample included a total number of 10,142 youth composed of 1460 (14.4%) Asian-American and 8682 (85.6%) non-Hispanic youth. The dependent variable was youth math performance (standard test score). The independent variable was parental education. Gender, both parents living in the same household, and school characteristics (% students receiving free lunch, urban school, and public school) were the covariates. Ethnicity was the moderating variable. Linear regression was used for data analysis. Overall, parental educational attainment was positively associated with math ability (test score). We observed a statistically significant interaction between ethnicity (Asian American) and parental education attainment on the results of math test scores, indicating that the boosting effect of high parental educational attainment on youth math function is smaller for Asian-American youth than for Non-Hispanic White youth. While high parental educational attainment contributes to youth educational outcomes, this association is weaker for Asian-American youth than non-Hispanic White youth. Diminished returns (weaker effects of parental education in generating outcomes for ethnic minorities) that are previously shown for Hispanics and Blacks also apply to Asian Americans.

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Misra, Supriya, Laura C. Wyatt, Jennifer A. Wong, Cindy Y. Huang, Shahmir H. Ali, Chau Trinh-Shevrin, Nadia S. Islam, Stella S. Yi et Simona C. Kwon. « Determinants of Depression Risk among Three Asian American Subgroups in New York City ». Ethnicity & ; Disease 30, n^o 4 (24 septembre 2020) : 553–62. http://dx.doi.org/10.18865/ed.30.4.553.

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Objective: Although the fastest growing minority group, Asian Americans receive little attention in mental health research. Moreover, aggregated data mask further diversity within Asian Americans. This study aimed to examine depression risk by detailed Asian American subgroup, and further assess determinants within and between three Asian ethnic subgroups.Methods: Needs assessment surveys were collected in 16 Asian American subgroups (six Southeast Asian, six South Asian, and four East Asian) in New York City from 2013-2016 using community-based sampling strategies. A final sample of N=1,532 completed the PHQ-2. Bivariate comparisons and multivariable logistic models explored differences in depression risk by subgroup.Results: Southeast Asians had the greatest depression risk (19%), followed by South Asians (11%) and East Asians (9%). Among Southeast Asians, depression risk was associated with lacking health insurance (OR=.2, 95% CI: 0-.6), not having a provider who speaks the same language (OR=3.2, 95% CI: 1.3-8.0), and lower neighborhood social cohesion (OR= .94, 95% CI: .71-.99). Among South Asians, depression risk was associated with greater English proficiency (OR=3.9, 95% CI: 1.6-9.2); and among East Asians, depression risk was associated with ≤ high school education (OR=4.2, 95% CI: 1.2-14.3). Additionally, among Southeast Asians and South Asians, the highest depression risk was associated with high levels of discrimination (Southeast Asian: OR=9.9, 95% CI: 1.8-56.2; South Asian: OR=7.3, 95% CI: 3.3-16.2).Conclusions: Depression risk and determinants differed by Asian American ethnic subgroup. Identifying factors associated with depression risk among these groups is key to targeting limited public health resources for these underserved communities. Ethn Dis. 2020;30(4):553-562; doi:10.18865/ed.30.4.553

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Zeng, Howard Z., Raymond Eric Weston et Jason Archimandritis. « Influence of Physical Activity, SES`, Perceived Safety, and Demographic Factors on the GPA of Asian American Students : Report of the National High School Longitudinal Study ». International Journal of Research in Education and Science 9, n^o 3 (24 août 2023) : 623–37. http://dx.doi.org/10.46328/ijres.3155.

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Physical Activity is an important contributor to health, both physical and cognitive. Relationships among students’ physical activity (PA), sports participation, physical health status, and academic performance have been explored in various academic venues, however, investigating Asian American students nationwide has not yet been covered. Using the latest National High School Longitudinal Study data and the hierarchical regression approach analyzed, this study examined: How the extracurricular PAs, school attitudes, and other demographic variables impact the participants’ personal health, and grade point average (GPA). Participants were 956 Asian American high-school students (AAHSSs). Findings confirmed the importance of participating in PA and identified the relationships between the relative factors. In brief, AAHSSs who participated in after-school PA (including sports) earned a higher GPA. No significant impact on GPA from the AAHSSs’ hours spent on extracurricular activities. Female AAHSSs had a higher GPA than their male counterparts. AAHSSs’ socioeconomic status significantly impacted their educational achievement. Why the way of distributing social resources to all American students is the key to having equal educational opportunities was revealed and explained because the equal distribution of social resources influences educational achievement. Meaningful recommendations are offered to parents, community leaders, teachers, school administrators, and policymakers as well.

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Chun, Elaine W. « Speaking like Asian immigrants ». Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 19, n^o 1 (1 mars 2009) : 17–38. http://dx.doi.org/10.1075/prag.19.1.02chu.

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This article explores the relationship between immigrant and non-immigrant Asian American youth identities and the use of language to manage this relationship. Focusing on everyday interactions at a high school in Texas, the analysis examines how fluent English-speaking Korean and Filipino American students draw on linguistic resources associated with Asian immigrants, thus attending to generational identity, an important, though often oversimplified, social dimension in transnational contexts. According to the present analysis, salient generational differences may exist between Asian American youth, yet their linguistic practices complicate simple binaries of opposition. Specifically, this article focuses on how fluent English-speaking students both accommodate toward and mock Asian immigrant speech and notes that these ostensibly divergent practices exhibit linguistic overlap. It is argued that the convergences and divergences of these practices can be productively examined by distinguishing between the levels of frame and ideology, thus explaining how speakers interpret Asian immigrant revoicings as accommodation, mocking, or, in some cases, an ambiguous linguistic act that hovers in between.

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Ermis-Demirtas, Hulya, Ye Luo et Yun-Ju Huang. « The Trauma of COVID-19–Fueled Discrimination : Posttraumatic Stress in Asian American Adolescents ». Professional School Counseling 26, n^o 1b (août 2022) : 2156759X2211068. http://dx.doi.org/10.1177/2156759x221106814.

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With the emergence of COVID-19 in China, East and Southeast Asian American (ESEAA) students have reported increased incidents of COVID-19–fueled discrimination in online and offline (in-person) settings. Given the recency of this situation, there is a scarcity of research investigating the impact of COVID-19–related discrimination on ESEAA adolescents’ mental health, especially posttraumatic stress disorder (PTSD). In the current study, therefore, we provide evidence regarding the relations of COVID-19–fueled online and offline discrimination to PTSD symptoms in a sample of ESEAA high school students. We discuss study limitations; future recommendations; and implications for school leaders, school counselors, and other educators.

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Elpus, Kenneth, et Carlos R. Abril. « Who Enrolls in High School Music ? A National Profile of U.S. Students, 2009–2013 ». Journal of Research in Music Education 67, n^o 3 (2 août 2019) : 323–38. http://dx.doi.org/10.1177/0022429419862837.

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The purpose of this study is to construct a complete demographic profile of high school music ensemble students using nationally representative data for the U.S. graduating high school class of 2013. We make use of restricted-use data from the National Center for Education Statistics High School Longitudinal Study of 2009 (HSLS). Results showed that 24% of the class of 2013 enrolled in at least one year of a course in band, choir, or orchestra at some point during high school. Music students were 60% female and 40% male, and the racial/ethnic composition of music ensemble students was 58% White, 13% Black or African American, 17% Hispanic or Latino, 4% Asian or Pacific Islander, 8% two or more races, and under 1% American Indian or Alaska Native. Students from the highest socioeconomic status quintiles were overrepresented among music students. Fully 61% of music ensemble students participated in some form of arts activity outside of school, and 71% of music students attended a play, concert, or live show with their parents as ninth graders. Complete results presented in the article include disaggregated profiles by type of ensemble and a multivariate logistic regression analysis.

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Devarajan, Arthi. « Dancing Krishna in the suburbs : Kinaesthetics in the South Asian American diaspora ». Studies in South Asian Film & ; Media 4, n^o 2 (1 octobre 2012) : 167–77. http://dx.doi.org/10.1386/safm.4.2.167_1.

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This article explores kinaesthesia as a central aspect of religious pedagogy in a transnational Hindu community, through ethnographic observation of American practitioners of Bharatanatyam (classical Indian dance).1 The Natyanjali School of Dance (Andover, Massachusetts, United States) is a small, multigenerational community, comprised of dance teacher Jeyanthi Ghatraju, a group of South Indian first-generation immigrant IT professionals, and their American-born children. Through Bharatanatyam, pedagogical practices of physical training, repetition and constructions of body comportment, students learn South Asian languages, culture and Hindu religious narratives. Additionally, they absorb practices of social organization and moral knowledge through interactions with their teacher, elders and peers. Although studies of kinaesthesia attend to the physical body and its faculties of movement, sense, socialization and cognitive knowledge, the processes by which kinaesthetics inform the construction of religious experience, value, belief and identity remain relatively unexplored. This article examines the construction of Hindu and Indian identity, personal religiosity and morality, through the kinaesthetic pedagogies of basic step (adavu) repetition, the embodied and discursive pedagogies of dramatic gestural narration of sacred stories (natya), and the interpretive and devotional conjuring of expression (abhinaya) inherent in Bharatanatyam.

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Chen, Meiren, et Hyeyoung Bang. « Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities ». Journal of International Students 10, n^o 1 (15 février 2020) : 181–202. http://dx.doi.org/10.32674/jis.v10i1.1049.

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We use grounded theory as a framework to explore how preparation for studying abroad affects the academic success of East Asian undergraduate students in U.S. universities. Based on interviews with twelve participants from China, Hong Kong, South Korea, and Taiwan, we found that knowledge of English language and American culture, which is highly involved with their preparation for study abroad and their undergraduate study in the U.S, are two core categories affecting East Asian students’ academic success. High levels of preparation for study abroad help East Asian students better adapt to American universities. At the same time, East Asian students spend more time on English proficiency tests than learning the culture both before and after they arrive to the U.S., which can be detrimental. We suggest that U.S. universities provide more support for cultural adaptation such as learning communities to have active cultural exchanges within context.

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Lew, Jamie. « A Structural Analysis of Success and Failure of Asian Americans : A Case of Korean Americans in Urban Schools ». Teachers College Record : The Voice of Scholarship in Education 109, n^o 2 (février 2007) : 369–90. http://dx.doi.org/10.1177/016146810710900204.

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In this article, the author examines how variability of socioeconomic backgrounds affects parental strategies and academic achievement among Korean American youths. The study compares experiences of high- and low-achieving Korean American high school students in New York City urban schools: 1) academically achieving students attending a competitive magnet high school; 2) high-school dropouts attending a community-based GED program (General Educational Development test for high school equivalency diploma). Although Korean Americans have been homogeneously touted for their entrepreneurial success and middle-class status, this study points to the socioeconomic variability within co-ethnic networks, and examines how the difference of social class backgrounds impacts educational strategies employed by the two groups of parents and their access to social capital. The two groups of Korean students, with different socioeconomic backgrounds, operate under different parental strategies of education, as well as gaining different sets of resources from their first-generation parents, co-ethnic networks, and schools. Using Korean Americans as a case study, the findings illustrate the significance of structural factors of social class, social capital, and school context when accounting for academic achievement among Asian Americans in urban schools.

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Yeh, Christine J., et Noah E. Borrero. « Evaluation of a Health Careers Program for Asian American and Pacific Islander High School Students ». Journal of Multicultural Counseling and Development 40, n^o 4 (octobre 2012) : 227–39. http://dx.doi.org/10.1002/j.2161-1912.2012.00020.x.

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Kim, Robert. « Under the Law : The legal battle over high school entrance exams ». Phi Delta Kappan 102, n^o 4 (23 novembre 2020) : 64–66. http://dx.doi.org/10.1177/0031721720978077.

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New York City has sought to revise the admissions policies at its eight selective schools so that these schools will be less segregated and better reflect the demographics of the boroughs where they are located. These efforts have led to a lawsuit alleging that the policies discriminate against Asian American students. Robert Kim discusses the arguments in the McAuliffe PTO v. de Blasio case and what it signifies for schools’ efforts to provide more access to advanced education.

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Konstantopoulos, Spyros. « The Mean is Not Enough : Using Quantile Regression to Examine Trends in Asian–White Differences Across the Entire Achievement Distribution ». Teachers College Record : The Voice of Scholarship in Education 111, n^o 5 (mai 2009) : 1274–95. http://dx.doi.org/10.1177/016146810911100507.

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Background In recent years, Asian Americans have been consistently described as a model minority. The high levels of educational achievement and educational attainment are the main determinants for identifying Asian Americans as a model minority. Nonetheless, only a few studies have examined empirically the accomplishments of Asian Americans, and even fewer studies have compared their achievement with other important societal groups such as Whites. In addition, differences in academic achievement between Asian Americans and Whites across the entire achievement distribution, or differences in the variability of the achievement distribution, have not been documented. However, this is an important task because it provides information about the achievement gap for lower, average, and higher achieving students. Purpose The present study examines differences in academic achievement between Asian American and White students in average scores (e.g., middle of the achievement distribution), in extreme scores (e.g., the upper and the lower tails of the achievement distribution), and in the variability of the achievement distribution. The main objective of this study is to determine the achievement gap between Asian American and White students in the lower and upper tails of the achievement distribution to shed some light on whether the achievement gap between the two groups varies by achievement level. Participants I use data from four national probability samples of high school seniors to examine Asian American–White differences in achievement from 1972 to 1992. Specifically, I used data from the base year of the NLS (NLS:72), the base year of the High School and Beyond (HSB) survey of 1980, the first follow-up of the HSB survey in 1982 (that is HSB:80, HSB:82), and the second follow-up of NELS (NELS:92). Research Design The study is correlational and uses quantile regression to analyze observational data from the 1970s, 1980s, and 1990s. Findings The findings indicate that the Asian American–White gap is more pronounced in mathematics than in reading. In 1992, the gap in the middle and the upper tail of the mathematics distribution is greater than one third of a SD, which is not a trivial gap in education. In reading, the gap is overall smaller, and nearly one third of a SD in 1992 in the upper tail (favoring Asian students). Conclusions It appears that Asian American students are indeed a model minority group that performs not only at similar levels but also at higher levels than the majority group, especially among high achievers in mathematics (and reading in the 1990s).

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Lac, Van T., et Gwendolyn S. Baxley. « Race and Racism : How Does an Aspiring Social Justice Principal Support Black Student Leaders for Racial Equity Among a Resistant White Staff ». Journal of Cases in Educational Leadership 22, n^o 1 (4 juillet 2018) : 29–42. http://dx.doi.org/10.1177/1555458918785655.

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The leaders of the Black Student Union (BSU) at Liberty High School share their school climate and culture survey with Ms. Nguyen, their Asian American principal. Black youth leaders reveal a hostile and unwelcoming climate in the form of anti-blackness for Black students at a school staffed with primarily white teachers. BSU students request to share their findings with the entire school staff. The question remains how Ms. Nguyen, a principal who has the aspirations of a social justice leader and the desire to incorporate the voices of marginalized groups at her school, navigates a challenging context where white teaching staff exhibit resistance to creating social change at Liberty High.

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Stearns, Elizabeth. « Long-Term Correlates of High School Racial Composition : Perpetuation Theory Reexamined ». Teachers College Record : The Voice of Scholarship in Education 112, n^o 6 (juin 2010) : 1654–78. http://dx.doi.org/10.1177/016146811011200604.

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Background/Context Perpetuation theory predicts that attending a racially segregated school paves the way for a lifetime of segregated experiences in neighborhoods, schools, and jobs. Research conducted in the 1970s and 1980s linked racial isolation in high schools with later racial isolation in many social settings among African-American students. Racial isolation in the workplace is particularly important to study given that it is an indicator of social cohesion and has been linked with lower levels of pay for workers of color. Purpose This study updates much of this research, focusing on the extent to which young adults are racially isolated in the workplace for a more contemporary and racially/ethnically diverse sample. Research Design Using the National Education Longitudinal Study, I conduct ordinary least squares regression with Huber/White/sandwich robust variance estimates and a correction for clustered observations. Findings I find that the racial composition of high schools has a long-term effect on the extent to which young adults are racially isolated in the workplace. I find that exposure to other racial groups in high school—specifically, exposure to Asian American, Latino, and African American students for White students, and exposure to Latinos and Whites for African American students—reduces their racial isolation in workplace settings after high school. These effects are remarkable in that they are being detected net of measures of region, high school resources, and individual resources, and particularly net of residential isolation in the neighborhoods that the students lived in during the survey period. Conclusions This study's findings are consistent with perpetuation theory, which highlights the long-term effects of attending segregated schools across multiple social settings. It offers additional reasons to be concerned about the resegregation of America's schools: as they reseg-regate, additional racial isolation in the workplace is expected to follow.

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Perzigian, Aaron B., Kemal Afacan, Whitney Justin et Kimber L. Wilkerson. « Characteristics of Students in Traditional Versus Alternative High Schools : A Cross-Sectional Analysis of Enrollment in One Urban District ». Education and Urban Society 49, n^o 7 (8 juillet 2016) : 676–700. http://dx.doi.org/10.1177/0013124516658520.

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Urban school districts are comprised of many diverse high school environments including comprehensive neighborhood schools as well as a variety of smaller alternative models that focus on innovative practices, behavior remediation, or academic recovery. In terms of enrollment distribution, urban school districts are increasingly offering nontraditional school placement options for students presenting academic and behavioral difficulty or for students seeking specific curricular emphasis or pedagogy, including—but not limited to—use of school choice voucher programs. In this study, we examined student distribution across school types in one large urban district to investigate enrollment patterns with regard to gender, race, socioeconomic status, and disability status. The results of this cross-sectional analysis indicated significant disproportionality in student demographics within different school types, including overrepresentation of African American students, male students, and students with disabilities in restrictive and segregated alternative schools; overrepresentation of White students and female students in self-selected and innovative alternative schools; and underrepresentation of Hispanic and Asian students in remedial alternative schools. Implications of this disproportionality for policy and practice are discussed.

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Mendoza, Robert. « Resurrecting a Trope : Asian-American Students, Bullying and the COVID-19 Pandemic ». Journal of Black Sexuality and Relationships 10, n^o 3-4 (janvier 2024) : 105–31. http://dx.doi.org/10.1353/bsr.2024.a931222.

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Abstract: This paper will be seeking to answer the following question: What impact has the COVID-19 pandemic had on the relationship between Asian students and bullying? This research uses a theoretical framework based on Asian Critical Race Theory and intersectionality and uses a quantitative logistic regression-based analysis to understand how variables pertaining to Violent Behavior, Mental Health and Key Demographic factors impact the chances of an Asian student experiencing Bullying, considering the unique social context that the COVID-19 pandemic and subsequent quarantine created. This research took place as part of the Center for Disease Control (CDC) one-time, online adolescent behaviors and experiences survey (ABES) on the effects of the COVID-19 pandemic on a variety of social behaviors among members of the high school student population. The result’s reveal pronounced variation within this population in relation to their chances of experiencing bullying, with queer identity, fighting, and Mental Health playing differential roles depending on the respondent’s gender identity. The study concludes that these inter-and intragroup differences in the results between differently gendered Asian individuals justify further intersectional research on the issues of bullying and peer to peer violence in the light of the COVID-19 pandemic moving forward.

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Uy, Phitsamay. « Asian American Dropouts : A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District ». AAPI Nexus Journal : Policy, Practice, and Community 7, n^o 1 (2009) : 83–104. http://dx.doi.org/10.36650/nexus7.1_83-104_uy.

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In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

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Aldous, Joan. « Family, Ethnicity, and Immigrant Youths’ Educational Achievements ». Journal of Family Issues 27, n^o 12 (décembre 2006) : 1633–67. http://dx.doi.org/10.1177/0192513x06292419.

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Data from the 1988 National Educational Longitudinal Study (NELS) are used to examine immigrant youths’ reading comprehension and mathematics’ standardized scores as well as their parents’ demographic characteristics and parent-child relations that could influence children’s educational achievements. The comparisons were among parents who had emigrated from Asian, Central and South American, or the less often included European countries and their first- and second-generation offspring. It appeared that Asian students did somewhat better than the other groups. However, regardless of ethnicity and also as hypothesized, parents’ aspirations for their children to obtain more education as well as the children’s own aspirations generally were positively related to their children’s doing well in school. Contrary to previous research, though, ethnic background did not consistently differentiate parental help with homework or parent-child conversations about school on the adolescents’ standardized scores.

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Ermis-Demirtas, Hulya, Ye Luo et Yun-Ju Huang. « The Impact of COVID-19-Associated Discrimination on Anxiety and Depression Symptoms in Asian American Adolescents ». International Perspectives in Psychology 11, n^o 3 (juillet 2022) : 153–60. http://dx.doi.org/10.1027/2157-3891/a000049.

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Abstract. Given the potential adverse impact of COVID-19-associated discrimination (CAD) targeting Asian Americans, we investigated the relationship between online and in-person CAD and mental health outcomes in a sample of East and Southeast Asian American (ESEAA) high school students ( n = 114). The study findings revealed that students with experiences of CAD in online and offline settings reported higher levels of anxiety and depression symptoms above and beyond the traumatic events and lifetime discrimination they endured in life. These results support the need and urgency to attend to the unique challenges in the ESEAA students related to CAD and their mental health outcomes. We provided implications for practice when working with this population and discussed study limitations and recommendations for future research.

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Peltzer, Karl. « Social Support and Suicide Risk among Secondary School Students in Cape Town, South Africa ». Psychological Reports 103, n^o 3 (décembre 2008) : 653–60. http://dx.doi.org/10.2466/pr0.103.3.653-660.

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The aim of this study was to investigate social support including daily activities in a sample of secondary school students at low and high risk for suicide in Cape Town, South Africa. The sample included 1,157 students (Grade 9, 28.2%, Grade 10, 43.3%, and Grade 11, 28.4%); 30.9% were boys and 69.1% were girls, M age= 15.8 yr. ( SD= 1.6). The racial background was mainly Coloured (from mixed descent) (84.6%) with a minority of African Black (10.5%), White, (2.1%), and Indian/Asian (1.8%). Bivariate analyses showed Low Risk more than High Suicide Risk students reported significantly more teacher support, peer support, parental support, and personal control. Stepwise logistic regression indicated for boys none of the four social support variables and personal control associated with suicide risk, while for girls lack of peer and parental support were associated with high suicide risk. Among eight different activities, only for girls was lack of social activities associated with high suicide risk. Interventions influencing the posited mediating variables, i.e., social support resources and personal life skills competences, should be enhanced.

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Caswell, Kurt. « Working Together : Embracing International Partnerships ». English Journal 88, n^o 1 (1 septembre 1998) : 86–89. http://dx.doi.org/10.58680/ej1998353.

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Describes a collaborative project between a South Carolina History and Geography teacher of grades 7-8 and an American teacher of English-as-a-Second-Language in a Japanese high school. Describes class activities as students exchanged correspondence, sent packages, and finally met each other when the American students traveled to Japan. Notes continuing effects of the project.

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Bempechat, Janine, Amy Cheung et Jin Li. « Academic Socialization From an “Informed Distance” : Low-Income Chinese American Adolescents’ Perceptions of Their Immigrant Parents’ Educational Messages ». Teachers College Record : The Voice of Scholarship in Education 124, n^o 4 (avril 2022) : 124–50. http://dx.doi.org/10.1177/01614681221093022.

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Background/Context: Despite research that has rebutted the tiger parent stereotype, the perception that Asian immigrant parents enact overly strict and controlling educational practices continues to be widespread and entrenched. This stereotype is problematic because it constrains the understanding of Asian Americans to a one-dimensional group and engenders a false narrative of Asian American educational success as expected. Purpose/Objective/Research Question/Focus of Study: Using an intersectional lens, this study interrogates the stereotype of Asian immigrant parents as tiger parents. We examine how one subgroup of Asian American youth—lower income Chinese American adolescents (children of Chinese immigrants) spoke about their parents’ involvement in their schooling and educational expectations. Our aim is to center young people’s explanations to explore how they perceive parental educational socialization and whether it conforms to notions of tiger parenting. We posed the following three specific research questions: (1) How do these students speak about and understand the ways in which their parents monitor their schoolwork? (2) How do these students describe and understand their parents’ messaging of educational expectations? and (3) In what ways do these students depict parent–child communication in their families? Research Design: Participants were 32 ninth-grade low-income Chinese American children of immigrants. We conducted individual interviews focused on educational socialization in the home. We used a combination of inductive and theoretically driven thematic analysis and explored the extent to which students’ perspectives of their parents converged or diverged with the tiger parent stereotype. We adopted a working definition of tiger parenting based on categories related to parenting, including close monitoring of schoolwork, perceptions of high parent expectations for school performance and educational/career attainment, and parent-initiated communications regarding children’s academic lives and decisions. Findings/Results: Our analysis revealed that participants did not experience their parents’ educational involvement as conforming to the tiger parent stereotype. Instead, students were largely self-directed and described their parents as exercising basic monitoring of schoolwork, conveying generic and pragmatic educational and career expectations, and trusting their children overall to manage schoolwork and share key school-related information as needed. We introduce a concept that we call “informed distance” as more salient for understanding our participants’ experiences. Conclusions/Recommendations: Educators must interrupt the tiger parent and model minority stereotypes to make room for a fuller and more complex understanding of Asian American students’ experiences and ensure their educational needs are equitably addressed. Teachers and counselors can play an affirmative role in educational guidance for Chinese American students.

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Strick, Betsy R. « Evidence for the Influence of School Context on College Access ». education policy analysis archives 20 (5 novembre 2012) : 35. http://dx.doi.org/10.14507/epaa.v20n35.2012.

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Since the release of the Coleman Report in 1966, studies (such as Sirin, 2005; Radford, Berkner, Wheeless, and Shepherd, 2010) have continued to find an association between socioeconomic status and educational attainment. Wyner, Bridgeland, and Diiulio (2007) observe that a progressively lower proportion of low-income, high achieving students remain successful as they advance from elementary school through college. The present study considers college enrollments from a college preparatory charter secondary school serving low-income students. The study finds that alumni enrolled in four-year colleges at a higher rate than did lottery-assigned comparison students. These four-year college enrollment findings held for Hispanic, African American, and Asian American students. At the same time, the overall college enrollment rates, meaning enrollment in two- and four-year colleges in contrast to no college enrollment, were quite similar for the Preuss School and comparison students. These results were achieved, this study suggests, through numerous academic and social supports that increase college eligibility rates and institute four-year college and financial aid applications as part of coursework. The four-year college enrollment findings offer the promise that schools can be arranged to increase academic opportunities for low-income students.

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Frankenberg, Erica. « The Segregation of American Teachers. » education policy analysis archives 17 (9 janvier 2009) : 1. http://dx.doi.org/10.14507/epaa.v17n1.2009.

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Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.

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Parekh, Gillian, Robert S. Brown et Karen Robson. « The Social Construction of Giftedness ». Canadian Journal of Disability Studies 7, n^o 2 (5 juillet 2018) : 1–32. http://dx.doi.org/10.15353/cjds.v7i2.421.

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Wide socio-demographic disparities exist between students identified as gifted and their peers (De Valenzuela, Copeland, Qi, & Park, 2006; Leonardo & Broderick, 2011). In this paper, we examine the intersectional construction of giftedness and the academic achievement of students identified as gifted. Using data from the Toronto District School Board (TDSB), the largest and one of the most diverse public education systems in Canada, we consider racial, class, and gender characteristics of students identified as gifted in comparison to those who have very high achievement. Results demonstrated that there was almost no relationship between students identified as gifted and students who had very high achievement (Pearson’s correlation of 0.18). White, male students whose parents had high occupation statuses had the highest probability of being identified as gifted. Female students were more likely to be high achievers. Compared to White students, it was only East Asian students who were more likely to be identified as gifted; yet South, Southeast and East Asian students were more likely to be very high achievers. Parental occupation was strongly related to both giftedness and very high achievement. Results point to the socially constructed nature of giftedness and challenge its usage in defining and organizing students in schools.

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Choi, Scott Seung W., Jeong-Kyu Sakong, Hyo Ju Woo, Sang-Kyu Lee, Boung Chul Lee, Hyung-Jun Yoon, Jong-Chul Yang et Min Sohn. « The association between adverse childhood experiences and self-harm among South Korean children and adolescents : a cross-sectional study ». Child Health Nursing Research 29, n^o 4 (31 octobre 2023) : 271–79. http://dx.doi.org/10.4094/chnr.2023.29.4.271.

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Purpose: Adolescent self-harm is a public health problem. Research suggests a link between adverse childhood experiences (ACEs) and self-destructive behaviors. Few studies, however, have examined the effects of ACEs on self-harm among Asian adolescents. This study explored the association between lifetime ACEs and a history of self-harm among Korean children and adolescents in elementary, middle, and high schools.Methods: A cross-sectional, retrospective medical record review was conducted on a dataset of a national psychiatrist advisory service for school counselors who participated in the Wee Doctor Service from January 1 to December 31, 2020. The data were analyzed using multiple logistic regression to predict self-harm.Results: Student cases (n=171) were referred to psychiatrists by school counselors for remote consultation. Multiple logistic regression analyses revealed that the odds of self-harm were higher among high school students (adjusted odds ratio [aOR]=4.97; 95% confidence interval [CI]=1.94-12.76), those with two or more ACEs (aOR=3.27; 95% CI=1.43-7.47), and those with depression (aOR=3.06; 95% CI=1.32-7.10).Conclusion: The study's findings provide compelling evidence that exposure to ACEs can increase vulnerability to self-harm among Korean students. Students with a history of ACEs and depression, as well as high school students, require increased attention during counseling. School counselors can benefit from incorporating screening assessment tools that include questions related to ACEs and depression. Establishing a systematic referral system to connect students with experts can enhance the likelihood of identifying self-harm tendencies and offering the essential support to prevent self-harm.

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Schneider, Barbara, Kathryn S. Schiller et James S. Coleman. « Public School Choice : Some Evidence From the National Education Longitudinal Study of 1988 ». Educational Evaluation and Policy Analysis 18, n^o 1 (mars 1996) : 19–29. http://dx.doi.org/10.3102/01623737018001019.

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Programs to provide parents with opportunities to choose among public schools have increased to the point that more American high school students are enrolled in public “schools of choice” than private schools. Using indicators of students’ “exercise of choice “ and enrollment in a public school of choice from The National Education Longitudinal Study of 1988, this article explores certain groups’ propensities to take advantage of opportunities to choose in the public sector. Controlling on the availability of opportunities for choice in their schools, African Americans and Hispanics show a greater propensity to take advantage of those opportunities than Whites and Asian Americans. Students whose parents have lower levels of education are also more likely than those with more education to take advantage of opportunities to choose.

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Lowry, Richard, Danice K. Eaton, Nancy D. Brener et Laura Kann. « Prevalence of Health-Risk Behaviors among Asian American and Pacific Islander High School Students in the U.S., 2001–2007 ». Public Health Reports 126, n^o 1 (janvier 2011) : 39–49. http://dx.doi.org/10.1177/003335491112600108.

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Kong, Grace, Jack Tsai, Corey E. Pilver, Hwee Sim Tan, Rani A. Hoff, Dana A. Cavallo, Suchitra Krishnan-Sarin, Marvin A. Steinberg, Loreen Rugle et Marc N. Potenza. « Differences in gambling problem severity and gambling and health/functioning characteristics among Asian-American and Caucasian high-school students ». Psychiatry Research 210, n^o 3 (décembre 2013) : 1071–78. http://dx.doi.org/10.1016/j.psychres.2013.10.005.

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