Artykuły w czasopismach: „Boston. Girls' High School”

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Chapnick, Max L. "Girls’ High School and the “Wild Facts” of Race in Pauline Hopkins's Of One Blood". New England Quarterly 95, nr 2 (1.06.2022): 192–228. http://dx.doi.org/10.1162/tneq_a_00941.

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Abstract This essay discusses Pauline Hopkins's Of One Blood in the context of Hopkins's education at Boston's Girls' High, William James's new psychology, and radical Black Boston, including W.E.B. Du Bois and William Monroe Trotter. Hopkins's novel intervenes in debates over scientific disciplinization and Black education.

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Kidd, Jeremy D., J. Lee White i Renee M. Johnson. "Mental Health Service Contacts Among Sexual Minority and Heterosexual Girls in Boston Public High Schools". Journal of Gay & Lesbian Mental Health 16, nr 2 (kwiecień 2012): 111–23. http://dx.doi.org/10.1080/19359705.2012.653907.

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Fischlin, Daniel. "Adaptation as Rite of Passage: A Shakespeare Pageant". Canadian Theatre Review 111 (czerwiec 2002): 74–75. http://dx.doi.org/10.3138/ctr.111.013.

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A Shakespeare Pageant was written by Sister Mary Agnes, who was born Mary Ives in a well-to-do Boston family in 1861, and died in 1939. Sister M. Agnes, as she was known, taught English from 1909 to 1928 at St Mary’s Academy (founded in 1874), an all-girls private Catholic high school in Winnipeg. The work, subtitled “A Dialogue for Commencement Day” and first published by St. Mary’s Academy in 1915, was located as part of the “Canadian Adaptations of Shakespeare” research project funded by the Premier’s Research Excellence Awards (PREA) in Ontario. The project’s purpose is to recuperate the vast archive of “Canadian” theatrical practices associated with adaptations of Shakespeare. A significant unwritten history exists with regard to how Canadian society used theatre in a multitude of contexts. Here I refer to theatre in its broadest contexts, beyond mainstream, urban and high culture – including theatre produced and performed by marginalized communities, workers’ theatre, theatre performed in high schools and community centres and private homes, to list only a few. The “Canadian Adaptations of Shakespeare” project intends, through identification and study of the archive, to come to some clearer understanding of the myriad ways in which adaptations of Shakespeare address ideas of Canadian nationhood as it was reflected in various theatrical practices at different stages in Canadian history. To the long-troubled (and troubling) question of how to identify what it means to “be Canadian,” such an archive posits all sorts of theoretical and practical solutions that emerge from the very diversity of writing and performance practices associated with this particular archive. Adaptation here is a useful marker of the extent to which divergence from an iconic cultural referent and performance practice (like Shakespeare and Shakespearean theatre) also signals new cultural formations and thus new subjectivities as mediated (and produced) by the adaptive process.

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Wu, Alexander, Kate Ackerman, Michelle Barrack i Adam Tenforde. "DESCRIPTIVE STUDY OF INJURIES IN MIDDLE SCHOOL CROSS COUNTRY RUNNERS". Orthopaedic Journal of Sports Medicine 8, nr 4_suppl3 (1.04.2020): 2325967120S0024. http://dx.doi.org/10.1177/2325967120s00242.

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Background: High school athletes participating in cross-country sports are at increased risk of overuse injuries. Little is known in younger athletes including those participating in running during middle school regarding prevalence of injuries or related risk factors. The objective of this study was to assess the frequency of sports-related injuries in middle school cross-country runners. Methods: This was a retrospective online survey study of middle school cross-country runners. Middle school cross-country coaches from middle school teams in the Boston area sent letters of invitation via email to the parents of their athletes to participate in an optional, anonymous online survey administered in REDCap. Participants received a $5 gift card for their time. The online survey included demographic information, weight, height, training variables, daily dietary patterns, and injury history. We conducted univariate and bivariate analyses while stratifying for sex. Results: A total of 101 subjects completed the survey, 47% (n=48) were female. Mean age was 12.5 years [SD 0.94], and 24% (n=24) were in sixth grade, 39% (n=39) in seventh grade, and 38 % (n=38) in 8th grade. The mean BMI for girls was 17.9 kg/m2 and for boys 18.24 kg/m2. The self-reported race/ethnicity was white in 72% (n=72), Asian in 22% (n=22), Latino in 5% (n=5), and black in 1% (n=1). Mean weekly mileage during the cross-country season was 15.2 miles [SD 7.6]. Of female subjects, 17% (n=8) reported that they were diagnosed with a bone stress injury (BSI) due to running, compared to 2% (n=1) of male subjects, p=0.009. The injured bones in females included the tibia (n=1), fibula (n=1), navicular (n=1) and metatarsal bones (n=6). The injured bone in the male was a sacral fracture. Compared to those without injury, runners with BSIs did not have observed differences in calcium or vitamin D intake; no differences were observed related to ball sport or other forms of strengthening exercises. A total of 63 non-fracture injuries occurred from running, with females (18%) more likely to have sprained ankles than males (6%, p=0.47). Conclusions/Significance: Running-related injuries are relatively common in middle school cross-country runners. In middle school, female runners are more likely to sustain running related BSIs than male runners. Efforts to prevent overuse stress injuries in middle school runners should be considered. [Table: see text]

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McLain, Larry G., i Scott Reynolds. "Sports Injuries in a High School". Pediatrics 84, nr 3 (1.09.1989): 446–50. http://dx.doi.org/10.1542/peds.84.3.446.

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A 1-year study was undertaken investigating all sports injuries at a large high school. A total of 1283 student athletes participated in sports and suffered 280 injuries for an overall injury rate of 22%. The largest injury rate was in football (61%) followed by girls and boys gymnastics, wrestling, and boys basketball. Five sports had no injuries—boys' tennis, golf, boys' and girls' swimming, and girls' water polo. Severity of injury was measured by number of days lost per injury. Girls' track had the greatest number of days lost per injury (320) followed by girls' basketball, girls' cross country, boys' track, and boys' wrestling. Sprains and strains accounted for 57% of all injuries. Of the injured athletes, 87 were seen by a physician and only 5 athletes required surgery. The small number of serious injuries requiring surgery suggests that a motivated and competent pediatrician can play an integral role as a team physician.

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Pike, Kathleen M. "Bulimic Symptomatology in High School Girls". Psychology of Women Quarterly 19, nr 3 (wrzesień 1995): 373–96. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00081.x.

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This study tests the explanatory power of an integrated sociocultural and personality model in predicting bulimic symptomatology. Family, peer, and personality factors were assessed at three levels of analysis. The first level of the model measured the general functioning of the family system and friendship network. The second level assessed the extent to which the family system and friendship network were concerned with issues of weight and dieting, as well as the rate of eating disorders among members in these groups. The third level investigated the relationship of certain personality variables to bulimic symptoms. Based on self-report data from approximately 400 high school girls, correlates of bulimic symptomatology at each of the three levels of analysis were identified. An integrated model, in which the three levels of analysis were considered in unison, demonstrated that risk factors at each level of analysis cumulatively contribute to an increase in bulimic symptoms.

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Gau, Justin, Ruth Arlow i Will Adam. "Singh v Aberdare Girls' High School". Ecclesiastical Law Journal 11, nr 1 (10.12.2008): 126–27. http://dx.doi.org/10.1017/s0956618x09001872.

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Klein, Thomas. ""Facing History" at South Boston High School". English Journal 82, nr 2 (luty 1993): 14. http://dx.doi.org/10.2307/819697.

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Klein, Thomas. "Facing History at South Boston High School". English Journal 82, nr 2 (1.02.1993): 14–20. http://dx.doi.org/10.58680/ej19937904.

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Powell, John W., i Kim D. Barber-Foss. "Sex-Related Injury Patterns among Selected High School Sports". American Journal of Sports Medicine 28, nr 3 (maj 2000): 385–91. http://dx.doi.org/10.1177/03635465000280031801.

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This cohort observational study was undertaken to test the hypothesis that the incidence of injuries for girls participating in high school sports is greater than that for boys. From 1995 through 1997, players were included in our study if they were listed on the school's varsity team roster for boys’ or girls’ basketball, boys’ or girls’ soccer, boys’ baseball, or girls’ softball. Injuries and opportunities for injury were recorded daily. Certified athletic trainers reported injury and exposure data. Based on 39,032 player-seasons and 8988 reported injuries, the injury rates per 100 players for softball (16.7) and for girls’ soccer (26.7) were higher than for baseball (13.2) and boys’ soccer (23.4). The knee injury rates per 100 players for girls’ basketball (4.5) and girls’ soccer (5.2) were higher than for their male counterparts. Major injuries occurred more often in girls’ basketball (12.4%) and soccer (12.1%) than in boys’ basketball (9.9%) and soccer (10.4%). Baseball players (12.5%) had more major injuries than softball players (7.8%). There was a higher number of surgeries, particularly knee and anterior cruciate ligament surgeries, for female basketball and soccer players than for boys or girls in other sports.

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Kohan-Mass, Judith, Basheer Dakwar i Varda Dadush. "Israel’s Arab sector high schools". Gifted Education International 34, nr 3 (5.02.2018): 245–59. http://dx.doi.org/10.1177/0261429417754205.

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Despite the global decline in the number of girls who study science, technology, engineering, and mathematics (STEM) subjects, in Israel, gender differences of physics students are especially worrying. Although girls and boys in junior high school reach similar achievements in physics, the number of girls who study physics in high school is declining. However, an interesting picture emerges when we compare the Arab and Jewish sectors: Girls account for 30% of all high school students who study physics in the Jewish sector, compared to almost 60% in the Arab sector. Interviews with Arab high school students in an advanced physics program indicate that although girls face internal and external obstacles in patriarchic Arab society, they transform these obstacles into factors that motivate them to greater achievements, in order to gain self-confidence and a more stable, promising economic future in their society. These findings challenge conventional theories that explain the gender gap in STEM subjects.

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Lumpkin, Angela, Judy Favor i Lacole McPherson. "Who Is Coaching High School Girls’ Sport Teams?" Journal of Coaching Education 6, nr 2 (sierpień 2013): 27–64. http://dx.doi.org/10.1123/jce.6.2.27.

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While the number of high school girls’ teams has dramatically increased since Title IX, the number of female head coaches has not. In the 10 most popular high school sports in 2011-2012, only three (volleyball, swimming and diving, and competitive spirit squads) had more than 44% female head coaches. The purpose of this study was to investigate whether females or males are coaching high school girls’ sport teams and whether female coaches are attaining head coaching positions in the most popular high school girls’ sports. Additionally, the study sought to understand better why males and females choose to become head coaches of high school girls’ sport teams and what factors might cause head high school girls’ coaches to resign from coaching. In the 21–30 age group, there were more female than male head coaches of girls’ teams, but after age 40, male head coaches vastly outnumbered female head coaches. Of the coaches with 12 or more years of experience, only 33% were females. Time away from family, player issues, inadequate compensation, and time away from other activities were the top reasons high school coaches might resign.

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박현주 i Youngeun Jung. "High School Girls' Observational and Personal Characteristics". Journal of Science Education 35, nr 2 (grudzień 2011): 193–203. http://dx.doi.org/10.21796/jse.2011.35.2.193.

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NAKATANI, Katsuya. "When high school girls hug a baby". Proceedings of the Annual Convention of the Japanese Psychological Association 74 (20.09.2010): 2PM126. http://dx.doi.org/10.4992/pacjpa.74.0_2pm126.

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Tabata, Noriko, i Kaoru Hoshi. "Spatial abilities in the high school girls". Proceedings of the Annual Convention of the Japanese Psychological Association 81 (20.09.2017): 2A—045–2A—045. http://dx.doi.org/10.4992/pacjpa.81.0_2a-045.

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Mori, Yoshihito. "Science Summer Camp for High School Girls". Journal of The Society of Japanese Women Scientists 22 (2022): 52–55. http://dx.doi.org/10.5939/sjws.220011.

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Ng, Wan, i Jennifer Fergusson. "Engaging High School Girls in Interdisciplinary STEAM". Science Education International 31, nr 3 (1.09.2020): 283–94. http://dx.doi.org/10.33828/sei.v31.i3.7.

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Simon, Alan E., i Sayeedha F. G. Uddin. "Sports Team Participation Among US High School Girls, 1999-2015". Clinical Pediatrics 57, nr 6 (20.09.2017): 637–44. http://dx.doi.org/10.1177/0009922817732145.

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Sports team participation has myriad benefits for girls. We used the 1999-2015 Youth Risk Behavior Survey, a nationally representative survey of US high school students, to examine time trends in sports team participation. Data from 2015 alone were examined for current differences in participation by sex, race/ethnicity, grade, and weight status. For both analyses, unadjusted and adjusted logistic regressions, with team participation as the dependent variable, were used. In 2015, 53% of US high school girls participated in team sports. Participation was higher among non-Hispanic white (60.7%) compared to Hispanic (40.7%) and Asian (35.6%) girls, and girls with normal-weight status (58.1%) compared to overweight (50.0%) and obese (36.5%) girls ( P < .01 for all comparisons). From 1999 to 2015, the rate of increase in participation was higher among non-Hispanic black girls than non-Hispanic white girls. No increase was observed for Hispanic and Asian girls. Addressing the disparities found in team participation is imperative.

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Isano, Sandra, Irakoze Genereuse Iradukunda, Peace Ingabire, Beula Igiraneza, Fred Nkurunziza i Rex Wong. "Assessing the knowledge and attitude of menstrual hygiene among high school students, and menstrual practices among high school girls in rural Rwanda". International Journal of Reproduction, Contraception, Obstetrics and Gynecology 11, nr 3 (25.02.2022): 696. http://dx.doi.org/10.18203/2320-1770.ijrcog20220547.

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Background: This study sought to assess the knowledge, attitude about menstruation among high school teachers, boys and girls in Butaro, a rural area in northern Rwanda. In addition, the menstrual hygiene practices of the high school girls were also assessed; to inform the design of intervention.Methods: A school-based cross-sectional questionnaire was administered to 339 people in three high schools in a rural region in Rwanda.Results: Thirty-two teachers and 307 secondary school boys and girls were surveyed. Only 9.8% of students had good knowledge related to menstrual health, with slightly more schoolgirls (13.9%) than schoolboys (5%). Feeling insecure, scared, and worried that others could smell them, were the common menstrual-related concerns cited by girls. About 20% of girls used cloth to manage their menstrual flow and 22.3% reported menstrual-related school absenteeism; lack of sanitary protection products and fear of being teased were among the most prominent reasons.Conclusions: Providing accessible facilities for girls to change, pain medication, and sufficient sanitary pads are necessary. Reusable sanitary pads and menstrual cups could be cheaper and more sustainable alternatives to commercial menstrual products. Cultivating a psychologically safe school environment is necessary.

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Nsuami, M. Jacques, Wato Nsa, Catherine L. Cammarata, David H. Martin i Stephanie N. Taylor. "Incident Chlamydia trachomatis Infection in a High School Population". Biology 11, nr 9 (17.09.2022): 1363. http://dx.doi.org/10.3390/biology11091363.

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Prospective cohort studies of sexually transmitted infections (STIs) are logistically impractical owing to time and expenses. In schools, students are readily available for school-related follow-ups and monitoring. Capitalizing on the logistics that society already commits to ensure regular attendance of adolescents in school, a school-based STI screening in New Orleans made it possible to naturally observe the occurrence of chlamydia and to determine its incidence among 14–19-year-old adolescents. Among participants screened repeatedly, we calculated incidence rates, cumulative incidence, and incidence times. Male (n = 3820) and female (n = 3501) students were observed for 6251 and 5143 person-years, respectively, during which 415 boys and 610 girls acquired chlamydia. Incidence rates per 100 person-years were 6.6 cases for boys and 11.9 cases for girls. In multivariable analysis, the adjusted hazard ratio was 5.34 for boys and 3.68 for girls if the student tested positive for gonorrhea during follow-up, and 2.76 for boys and 1.59 for girls if at first participation the student tested positive for chlamydia, and it increased with age among boys but not among girls. In joinpoint trend analysis, the annual percentage change in the incidence rate was 6.6% for boys (95% CI: −1.2%, 15.1%) and 0.1% for girls (95% CI: −5.3%, 5.7%). Annual cumulative incidence was 5.5% among boys and 8.6% among girls. Median incidence time was 9.7 months for boys and 6.9 months for girls. Our findings can be used to refine assumptions in mathematical modeling and in cost analysis studies of C. trachomatis infection, and provide strong evidence in support of annual chlamydia screening for adolescent boys.

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Brown, Marni, Erin Ruel i Stephanie Medley-Rath. "High School Students’ Attitudes Toward Providing Girls Opportunities to Participate in Sport". Sociology of Sport Journal 28, nr 2 (czerwiec 2011): 239–53. http://dx.doi.org/10.1123/ssj.28.2.239.

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In light of the increasing participation of girls/women in sport, we investigate the attitudes of high school boys and girls toward potential increased opportunities for girls’ to participate in sport. There has been little research on high school students’ attitudes toward girls’ sport participation decomposed by gender and athletic status. We find that, on average, high school students are supportive of increased opportunities for girls to participate in sport. Girls are more supportive than boys on average. While there is no difference among girls by athletic status, male competitive athletes show the most negative attitudes toward opportunities for girls to participate in sport compared with male noncompetitive athletes. Lastly, racial minority groups express positive attitudes toward increased opportunities for girls to participate in sport compared with whites.

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Lee, Sang Min, i Smith-Adcock Sondra. "A Model of Girls’ School Delinquency: School Bonding and Reputation". Professional School Counseling 9, nr 1 (październik 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900110.

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Using a longitudinal national database, the authors conducted a path analysis of girls’ school delinquency to determine the indirect and direct effects of socioeconomic status, parental involvement, bonding to school, and girls’ self-perception of reputation on school delinquency during middle school and high school. Self-perception of reputation was the most influential factor in girls’ school delinquency, followed by bond to school and socioeconomic status. Implications for school counselors are presented.

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Hardani, Rika, Dwi Hastuti i Lilik Noor Yuliati. "Pornography Behavior of Junior High School Student". Journal of Child Development Studies 3, nr 1 (30.04.2018): 15. http://dx.doi.org/10.29244/jcds.3.1.15-27.

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Abstract. The purpose of research is to identify the pornography behavior ofJunior High School student. We used cross-sectional study as research design. Locations were taken by purposive in South Tangerang city conducted in four junior high school. Schools were selected purposively based on the recommendation of the Ministry of Education in South Tangerang. Participants used are 600 children, boys 278 and girls 322 children. Data were collected by questionnaires filled out by participants.The pornography behavior of junior high school student that have been studied are viewing pornographic web, reading books or comics that contain pornographic pictures, hearing or saying things porn, think of things related to pornography. This study also want to know the things that encourage the child to thepornographic behavior and the diference pornography behavior between boys and girls.The results showed that the behavior of pornography on boys is higher than girls. The pornography behavior on boys and girls there are no statistically significant differences (p value = 0:03 *, p <0.05).Key words :pornography behavior, junior high school student, internet influence

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Jiang, Yijing. "Current Situation, Causes and Development Strategies for out -of- School Girls in Chinese Rural Areas ---Analysis Based on the Case of Huaping Girls High School". Lecture Notes in Education Psychology and Public Media 12, nr 1 (26.10.2023): 256–62. http://dx.doi.org/10.54254/2753-7048/12/20230823.

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This paper discusses the current situation, causes, and strategies for addressing the problem of out-of-school girls in rural areas of China. By analyzing and summarizing the data and causes of girls school failure in rural China from previous literature, this paper offers suggestions for establishing girls schools. Founded in 2008, Huaping Girls High School is the first all-free-of-charge girls high school in China, mainly enrolling students from remote townships and alpine mountainous areas within Lijiang City and individual poor remote townships and mountainous areas in other cities and counties in Yunnan Province and surrounding provinces and cities. The creation of the school has greatly increased access to education for girls in the mountains, and in recent years, the results of the college entrance exam have been very positive, successfully sending many girls for higher education. This paper uses Huaping Girls High School as a specific case study to analyze the help and advantages of establishing a girls school for out-of-school girls in rural China, and to give specific suggestions about it.

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Vartanova, I. I. "Emotional Attitude to School and Self-Attitude in High School Students of Different Sex and Age". Психологическая наука и образование 25, nr 3 (2020): 40–48. http://dx.doi.org/10.17759/pse.2020250304.

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The aim of this work was to study (taking into account gender and age) the relationship between emotional attitude to learning activity and self-attitude in high school students. The following parameters were revealed separately for groups of boys and girls: 1) the structure of the emotional attitude to the values of school life (by factor analysis of assessments obtained with the Semantic Differential scale); 2) the indicators of self-attitude (according to the technique by S.R. Pantileev); 3) the correlations between the selected factors and the parameters of self-attitude. The study involved students of 9—11 grades (14—17 years old) from two Moscow schools. A total of 346 people were surveyed; the subjects were divided into 4 groups: younger groups (8—9 grades, 14—15 years old) boys (73) and girls 76), older groups (grades 10—11, 16—17 years old) of boys (98) and girls (99); both techniques were used in 217 students: younger groups of boys (41) and girls (49), older groups boys (63) and girls (66).As it was found, with age there is a tendency to change the semantic content of some motives — for boys in the field of status motivation, and for girls in the field of learning motivation. In girls, various types of emotional and motivational attitudes toward learning are more consistent with the parameters of self-attitude. At the same time, among younger boys motivation of duty and recognition is closely related to self-attitude, whereas in older boys the latter is related only to learning and cognitive motivation.

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Ibrahim, Habiba, David L. Barnes, Sheretta T. Butler-Barnes i Odis Johnson. "Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School". Social Sciences 10, nr 7 (15.07.2021): 272. http://dx.doi.org/10.3390/socsci10070272.

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Black girls are more likely to receive in-school suspension (ISS) in comparison to their non-Black peers. However, research on the effect of in-school suspension on students’ academic achievement, specifically math achievement of Black girls, is still very limited. Mathematics is an important foundational component of science, technology, and engineering fields, which are domains in which Black girls are underrepresented. Using the nationally representative Educational Longitudinal Study of 2002 (ELS:2002), this study explores the relationship between in-school suspension and the highest math course completed in a multi-level analysis of 860 Black female participants from 320 high schools. Our findings revealed that in-school suspension was associated with lower mathematics course-taking. Implications for policy, practice, and research are discussed.

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Angrist, Joshua, i Victor Lavy. "The Effects of High Stakes High School Achievement Awards: Evidence from a Randomized Trial". American Economic Review 99, nr 4 (1.08.2009): 1384–414. http://dx.doi.org/10.1257/aer.99.4.1384.

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The Israeli matriculation certificate is a prerequisite for most postsecondary schooling. In a randomized trial, we attempted to increase certification rates among low-achievers with cash incentives. The experiment used a school-based randomization design offering awards to all who passed their exams in treated schools. This led to a substantial increase in certification rates for girls but had no effect on boys. Affected girls had a relatively high ex ante chance of certification. The increase in girls' matriculation rates translated into an increased likelihood of college attendance. Female matriculation rates increased partly because treated girls devoted extra time to exam preparation. (JEL I21, I28, J16)

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Howe, Sondra Wieland. "Julius Eichberg: String and Vocal Instruction in Nineteenth-Century Boston". Journal of Research in Music Education 44, nr 2 (lipiec 1996): 147–59. http://dx.doi.org/10.2307/3345667.

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Julius Eichberg (1824-1893) made valuable contributions to the development of music education through his string and vocal instruction in Boston. Educated in Europe, Eichberg was a violin professor in Geneva before immigrating to the United States in 1857. He directed the Boston Museum Concerts 1859-1866 and composed four operas. In 1867, he founded the Boston Conservatory, developed its string department, and published string method books and chamber music. In the Boston public schools, Eichberg taught high school vocal music, supervised music for the entire school system, and taught teacher-training courses. Boston s school system became a model for other school systems. The annual Music Festivals in Boston, with Eichberg conducting choruses and orchestras, brought the schools positive publicity. Eichberg also composed choral works for his school choruses and edited music textbooks. Eichbergs work in string education and high school choral music laid foundations for programs in the twentieth century.

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Sy, Angela U., Charlene Cuaresma, Kathryn L. Braun, Eduardo Duquez i Danielle M. Young. "Academic-Community Partnership to Explore High-Smoking Prevalence in Filipina Girls". Californian Journal of Health Promotion 11, nr 1 (1.05.2013): 01–14. http://dx.doi.org/10.32398/cjhp.v11i1.1513.

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Smoking prevalence for Asian-Americans (AA) is low compared to non-AAs; however in Hawai`, the prevalence of smoking among Filipina high school girls is more than double that of Japanese high school girls. This study explored socio-cultural factors facilitating or serving as barriers against tobacco use among Filipina girls. Representatives from four community organizations, recognized for their work with Filipinos, were engaged throughout the research to facilitate the project and to ensure cultural relevance. Eleven focus groups (n=88), led by peer facilitators, discussed smoking. Twelve cultural key informants interpreted results presented from the transcripts. Results: Self-reported reasons why Filipina girls may smoke included the need to cope and to fit in. School and family responsibilities were commonly stated as barriers to smoking among Filipina girls. Nonetheless, many girls said they were given cigarettes from family members who smoked. Cultural key informants recommended conducting research on a larger sample of Filipina girls and offering family and school-based tobacco prevention programs. Conclusion: Collaboration with a variety of community partners helped provide rich qualitative data and findings regarding socio-cultural factors associated with smoking and recommendations to prevent smoking among Filipina girls. The role of family in preventing and promoting tobacco use needs further exploration. Family appears to be a promising area to explore future interventions to prevent smoking among Filipina girls.

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Miller, Bart J., i John R. Slate. "Inequities in the Number of Days Assigned to an Exclusionary Discipline Consequence by the Ethnicity/Race of Texas High School Girls: A Statewide, Multiyear Investigation". Research and Advances in Education 2, nr 2 (luty 2023): 69–81. http://dx.doi.org/10.56397/rae.2023.02.09.

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Ascertained in this analysis was the extent to which inequities existed in the number of days that Texas Grade 9, 10, and 11 students were assigned to an exclusionary discipline consequence (i.e., in-school suspension, out-of-school suspension) by the ethnicity/race for the 2015-2016, 2016-2017, and 2017-2018 school years. Inferential statistical procedures revealed the presence of statistically significant disparities in all three school years and at all three grade levels. At every grade level and school year, Black girls were assigned to more days in an in-school suspension than were Hispanic girls and White girls. For out-of-school suspensions across all three school years, Black girls were assigned to an out-of-school suspension statistically significantly more days than Hispanic girls and White girls, and Hispanic girls were assigned statistically significantly more days than White girls with the exception of Grade 10 in 2016-2017, and Grade 11 in 2016-2017 and 2017-2018.

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Luckstead, E. F. "Sports Injuries in High School: Boys and Girls". AAP Grand Rounds 4, nr 4 (1.10.2000): 38. http://dx.doi.org/10.1542/gr.4-4-38.

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Falah, Janan Faraj, i Rana Saed. "Women and Girls in Hebrew High School Textbooks". Open Journal of Social Sciences 05, nr 06 (2017): 251–70. http://dx.doi.org/10.4236/jss.2017.56022.

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Lee, Bokim. "Factors Influencing Menarcheal Age among High School Girls". Journal of the Korean Society of School Health 27, nr 3 (31.12.2014): 121–29. http://dx.doi.org/10.15434/kssh.2014.27.3.121.

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Anderson, Donna M. "U.S. High School Girls Sports and Booster Clubs". CHOREGIA 12, nr 2 (1.11.2016): 61–75. http://dx.doi.org/10.4127/ch.2016.0113.

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Holms, Valerie L., i Lillian M. Esses. "Factors Influencing Canadian High School Girls' Career Motivation". Psychology of Women Quarterly 12, nr 3 (listopad 1988): 313–28. http://dx.doi.org/10.1111/j.1471-6402.1988.tb00946.x.

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The need to prepare adolescent girls for the reality of labor market participation prompted this study investigating the factors influencing female career motivation. Questionnaires were completed by 317 female students from grades 8, 10, and 12. Four criterion variables were used to assess overall career motivation: career commitment, occupational aspirations, educational aspirations, and vocational certainty. The relationship between the criterion measures and a set of predictor variables (socioeconomic status, school marks, grade level, masculine/feminine trait dimensions, attitudes toward women, and marriage/family commitment) was explored. A canonical correlation analysis, used to test the relationship between the predictor and criterion variables, revealed two significant sets of relationships. First, girls who obtained higher marks in school, identified with either masculine or androgynous trait dispositions, had more liberal attitudes toward women, and were from higher socioeconomic backgrounds aspired to higher levels of education, were more highly committed to a career, and aspired to more highly prestigious occupations. The second relationship showed that older girls from a lower socioeconomic background with high commitment to marriage and a family have high career commitment and certainty about their careers, yet lower educational and occupational aspirations. The study highlights the importance of (a) examining career and family commitment independently, (b) studying the impact of psychological variables on career motivation, and (c) combining a number of factors to represent career motivation.

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MERTEN, DON E. "ENCULTURATION INTO SECRECY AMONG JUNIOR HIGH SCHOOL GIRLS". Journal of Contemporary Ethnography 28, nr 2 (kwiecień 1999): 107–37. http://dx.doi.org/10.1177/089124199028002001.

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Merten, D. E. "Enculturation into Secrecy among Junior High School Girls". Journal of Contemporary Ethnography 28, nr 2 (1.04.1999): 107–37. http://dx.doi.org/10.1177/089124199129023398.

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Ishikawa, Megumi, Shiho Arai, Mio Takano, Atsumi Hamada, Kazuhiro Kunimasa i Mari Mori. "Taurine's health influence on Japanese high school girls". Journal of Biomedical Science 17, Suppl 1 (2010): S47. http://dx.doi.org/10.1186/1423-0127-17-s1-s47.

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Gallagher, Kathleen. "Gendered Bodies and High School Girls: Devising Theatre". Canadian Theatre Review 109 (styczeń 2002): 8–11. http://dx.doi.org/10.3138/ctr.109.002.

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To posit women in the position of subject, to make their everyday lives the victuals of theatre creation, is a conspicuous place to begin. This means – in the case of adolescent girls – that we are beginning with their gendered (classed, racialized, stigmatized), and often objectified bodies. Here is what we know in Canada about adolescent girls’ relationships to their bodies, or the impact of oppression on the female body: 80-90 per cent of young women come to dislike their bodies, 70 per cent are weight preoccupied, 40 per cent engage in yo-yo dieting, and up to 20 per cent develop more serious and health-threatening eating problems (Russell and Rice 21-3). In fact, Vanessa Russell, student program worker for the Toronto Board of Education, and Carla Rice, coordinator of the Women and Body Image Project at Women’s College Hospital, have found that in the time between childhood and adolescence, much of the oppression girls and young women of all races, classes, and sexual orientations experience occurs through their bodies – whether the oppression is based on their gender, race, sexual orientation, physical ability, or a combination of these factors.

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Eisenhart, Margaret, i Erin Allaman. "Text messaging in the school lives of American high school girls". Ethnography and Education 13, nr 2 (4.05.2017): 235–53. http://dx.doi.org/10.1080/17457823.2017.1321491.

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STILES, DEBORAH A. "Leadership Training for High School Girls: An Intervention at One School". Journal of Counseling & Development 65, nr 4 (grudzień 1986): 211–12. http://dx.doi.org/10.1002/j.1556-6676.1986.tb01321.x.

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Cohen, Michele. "Boys' and Girls' High School: Art and Politics in the Civil Rights Era". Prospects 30 (październik 2005): 715–49. http://dx.doi.org/10.1017/s0361233300002246.

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The story of public art in the United States is also the story of American democratic institutions. Our public schools in particular, malleable and shifting under changing societal expectations, provide clues about the nature of our educational enterprise in their very design and the commissioned art that enhances them. In New York City, home to the nation's largest public school system and one of the first, art in schools is a barometer of aesthetic preferences and a measure of larger social issues. The constellation of events that led to the decentralization of New York City's schools in 1970 also led to the creation of an outstanding collection of work by African-American artists at Brooklyn's Boys' and Girls' High School.Better known for its athletics and as the school that hosted Nelson Mandela than for its public art, Boys' and Girls' High School first opened its doors as the Central School, with a Girls' department on Nostrand Avenue and a Boys' department on Court Street. In 1886, the Girls' department moved into a new building on Nostrand Avenue and in September 1890 school officials changed the official organization of the school to two schools, with Girls' High School on Nostrand Avenue (with added wings under construction) and Boys'High School (under construction) on Marcy Avenue. By 1960, efforts were under way to build a replacement school. The planning of the new Boys' and Girls' High School coincided with the fight by New York City minority groups for local school control, and the commissioning of art for the new building was paradigmatic of this struggle.

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Antunes, Ana Carolina. "“Do you Shower with your Hijab?”". Girlhood Studies 16, nr 3 (1.12.2023): 35–51. http://dx.doi.org/10.3167/ghs.2023.160305.

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Abstract In this article, I use data from a Critical Participatory Action Research (CPAR) conducted in a high school in Salt Lake City, Utah to understand how racialization influences the sense of belonging for Muslim girls who veil. Using data collected through high school students’ questionnaires, Muslim girls’ personal experiences, and interviews with administration and faculty, I investigate how non-Muslim peers and school staff perceive Muslim girls at Mount Top High, a suburban high school. These perceptions shape the way members of the school community interact with Muslim girls and have a great impact on students’ sense of belonging and academic achievement.

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Hoshino, Fumi, Arisa Kojima, Ayaka Yano, Haruna Yamamoto, Saya Natsui i Hiromi Inaba. "Research on Dietary Supplement Use by Japanese High School Students". Current Developments in Nutrition 5, Supplement_2 (czerwiec 2021): 650. http://dx.doi.org/10.1093/cdn/nzab045_032.

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Abstract Objectives The purpose of this study was to investigate the availability of information on dietary supplements as well as their use among high school students in Niigata Prefecture, Japan. It also aimed to clarify the relationship between dietary awareness and the use of dietary supplements. Methods The survey was conducted online using Google Forms and asked about sex, age, height, weight, experience with supplements (current use, past use, or never used any use), types of supplements used, sources of information about supplements, and eating habits. The survey was conducted in high schools in Niigata Prefecture, Japan, in September 2020. The study was approved by the ethics committee of the Niigata University of Health and Welfare. Statistical analysis was conducted using R version 4.0.2 (2020–06-22), and comparisons between the two groups were made using the t test or χ² test with a significance level of 5%. Results A total of 317 subjects were analyzed, including 151 (47.6%) boys and 166 (52.4%) girls. Thirty-seven boys and 21 girls currently used supplements, while 32 boys and 29 girls used supplements in the past. The percentage of boys using supplements (currently or in the past) was 45.6%, which was significantly higher than that of girls (30.1%) (P = 0.004). The most commonly used supplements for boys were protein (57), vitamin C (22), and amino acids (19) and for girls were vitamin C (29), iron (15), and protein (13). The most common reason among boys for using supplements was “for muscle building” (n = 41, 59.4%) and among girls was “for diet and beauty” (n = 26, 52.0%). The most common source of information about supplements was the family, followed by the internet and social media. Girls who used supplements were clearly highly conscious about eating (P = 0.048). Conclusions Among Japanese high school students, boys had more experience using dietary supplements than girls. Female students who used supplements were more conscious, rather than neglectful, of their diet. Funding Sources Individual research expenses at Niigata University of Health and Welfare.

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Evans-Winters, Venus E. "Flipping the Script: The Dangerous Bodies of Girls of Color". Cultural Studies ↔ Critical Methodologies 17, nr 5 (9.01.2017): 415–23. http://dx.doi.org/10.1177/1532708616684867.

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Girls of color have been left out of discussions on youth participatory action research (YPAR) as well as gender- and race-based scholarship related to school marginalization. How Black girls and other girls of color experience girlhood is undertheorized. In this particular discussion, high school girls themselves expose the ways in which girls are punished in schools. Using participatory action research (PAR), high school students unveil girls of color experiences in schools as “dangerous bodies.” The author asseverates that Black girls and other girls of color “flip the script” by becoming conscientious and active agents in social change through the research process.

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Ebbert, Ashley M., Frank J. Infurna i Suniya S. Luthar. "Mapping developmental changes in perceived parent–adolescent relationship quality throughout middle school and high school". Development and Psychopathology 31, nr 04 (25.10.2018): 1541–56. http://dx.doi.org/10.1017/s0954579418001219.

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AbstractThis study examined changes in adolescents’ perceived relationship quality with mothers and fathers from middle school to high school, gender differences, and associated mental health consequences using longitudinal data from the New England Study of Suburban Youth cohort (n = 262, 48% female) with annual assessments (Grades 6–12). For both parents, alienation increased, and trust and communication decreased from middle school to high school, with greater changes among girls. Overall, closeness to mothers was higher than with fathers. Girls, compared to boys, perceived more trust and communication and similar levels of alienation with mothers at Grade 6. Girls perceived stronger increases in alienation from both parents and stronger declines in trust with mothers during middle school. Increasing alienation from both parents and less trust with mothers at Grade 6 was associated with higher levels of anxiety at Grade 12. Less trust with both parents at Grade 6 and increasing alienation and decreasing trust with mothers in high school were associated with higher levels of depressive symptoms at Grade 12. Overall, girls reported having higher levels of anxiety at Grade 12 compared to boys. Findings on the course of the quality of parent–adolescent relationships over time are discussed in terms of implications for more targeted research and interventions.

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Sintema, Edgar J., i Thuthukile Jita. "Gender Differences in High School Students’ Beliefs about Mathematical Problem Solving". International Journal of Learning, Teaching and Educational Research 21, nr 10 (30.10.2022): 395–417. http://dx.doi.org/10.26803/ijlter.21.10.22.

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This study investigated high school students’ mathematical problem- solving beliefs based on their gender. A mathematical problem-solving beliefs questionnaire comprising 36 items across six beliefs scales was administered to a sample of 490 students (288 boys and 202 girls) from three schools: a mixed-sex school (106 boys and 103 girls), a single-sex boys’ school with 182 students, and a single-sex girls’ school with 99 students. The independent samples t-test was used to analyse the effect of gender on high school students’ mathematical problem-solving beliefs. Results revealed that there was a significant difference in students’ beliefs that some word problems cannot be solved with simple, step-by-step procedures, with girls exhibiting higher beliefs than boys. However, when the entire sample was analysed, gender did not have an overall effect on students’ mathematical problem-solving beliefs. It was further revealed that gender did not have a significant effect on students’ mathematical problem-solving beliefs at a mixed-sex (boys and girls) school. Results are important for the implementation of a problem-solving approach in a new mathematics curriculum. In addition, the results contribute to the literature in mathematics education by highlighting the importance of gender when considering debates about students’ problem-solving beliefs in mathematics.

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Joel Premkumar, Jilly Philippa, Daniella D. Sedegah, Prize McApreko, Maxwell Dalaba i Justina Ane. "MENSTRUAL HYGIENE KNOWLEDGE, PRACTICES AND INTERVENTIONS AMONG JUNIOR HIGH SCHOOL GIRLS IN THE KROBO AREA OF GHANA". General Call 2, nr 1 (5.06.2023): 1–14. http://dx.doi.org/10.55921/fosd3466.

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Purpose –– This study was conducted to assess the menstrual hygiene knowledge and practices of adolescent girls in the Krobo area of Ghana. Methods –– It adopted a cross-sectional study where 245 Junior High School girls from eight schools in two municipal districts of Ghana were studied. Findings –– The study identified that only 35% of students frequently change pads, although 96% of them use sanitary pads. It was also detected that girls avoid school when they are menstruating for reasons such as severe bleeding, fear of stains, painful periods and a lack of facilities at school which impacts their academic performance negatively. Conclusion & Recommendations –– The study revealed that the majority of the girls do not change pads or dispose of them while in school due to inadequate facilities. Therefore, it is highly recommended that schools give proper education and provide appropriate facilities for girls’ academic advancement, good health and well-being. Keywords –– Menstrual hygiene, Water, Sanitation and Health, Adolescent girls, School health programme

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Deflandre, Anne, Jean Lorant, Olivier Gavarry i Guy Falgairette. "Physical Activity and Sport Involvement in French High School Students". Perceptual and Motor Skills 92, nr 1 (luty 2001): 107–20. http://dx.doi.org/10.2466/pms.2001.92.1.107.

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The links between morphological, biological, sociological, psychological, and environmental characteristics, the practice of organized sports, and moderate to vigorous physical activities were examined by means of a questionnaire given to 48 high-school students aged between 16 and 19 years and their continuous heart-rate monitoring. Few correlations appear between these characteristics and moderate to vigorous physical activities. Only maximal oxygen uptake is linked to this type of activity in girls. Concerning sport involvement, correlations were more numerous for girls than boys. Physical and sports activities of girls were linked with maximal oxygen uptake, sport involvement of father, support, and encouragements of practice, perception of own activity, and private environment. Among boys, physical and sport activities were only linked with sport involvement of friends and perception of own activity. Unlike boys, physical and sport activities among girls seemed more strongly linked to sociological characteristics than other ones.

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Angrist, Joshua D., i Kevin Lang. "Does School Integration Generate Peer Effects? Evidence from Boston's Metco Program". American Economic Review 94, nr 5 (1.11.2004): 1613–34. http://dx.doi.org/10.1257/0002828043052169.

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The Metropolitan Council for Educational Opportunity (Metco) is a desegregation program that sends students from Boston schools to more affluent suburbs. Metco increases the number of blacks and reduces test scores in receiving districts. School-level data for Massachusetts and micro data from a large district show no impact of Metco on the scores of white non-Metco students. But the micro estimates show some evidence of an effect on minority third graders, especially girls. Instrumental variables estimates for third graders are imprecise but generally in line with ordinary least squares estimates. Given the localized nature of these results, we conclude that peer effects from Metco are modest and short lived.

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