Search

A mixed methods evaluative case study approach using an advocacy lens was used in this study to measure the college-going cultural capital of students actively involved in a college-preparatory program (active case), as compared to those who were not (passive case). Both similar and differing perspectives regarding academic and non-academic programmatic benefits were recognized between active and passive cases. From student responses in focus group interviews, distinct differences in program impact emerged between the two cases. The active case was able to articulate more frequently both academic and non-academic characteristics that are indicative of college-going cultural capital, such as participation in challenging coursework, as well as involvement in extracurricular activities and community service. Keywords: cultural capital; GEAR UP, college readiness, Introduction The income achievement gap between students from high income families and their less affluent peers has grown substantially over the last decades (Provitera McGlynn, 2014). Disparities are further promulgated [...]

Studies have shown that high school students feel 'othered' within schools. This is particularly true of working-class communities. The former dominates the literature in relation to social class within educational studies. What needs to be addressed is how surveillance is enacted within pedagogy in everyday practices within schools. This paper draws on an empirical study of 17 high school students and 5 teachers who were interviewed through semi-structured interviews and platicas. Three key themes arise from their conversations covered in this paper: security, social distance, and the understanding of discipline. I argue that the most holistic way to understand such phenomena is to apply an interdisciplinary approach, through education, ethnic studies, and spirituality, but it is not limited to these. The paper concludes that we must interrogate the genealogy of education and what is seldom scrutinized as a norm, the structure of schooling. KEYWORDS: Pedagogy of surveillance, platicas, discipline, high school education, From the early stages in the development of western civilization, regimes attempted to ensure their survival. Because it was imperative to control the minds of those within their borders, the [...]

Latino boys and young men often carry the debt of violence into different spaces. This invisible trauma manifests into disruptive behaviors in schools. It is well documented that violence in urban communities and schools has received significant attention from researchers, but little attention has been paid to Latino male youth as individuals and the various forms of violence they have experienced, and how that impacts educational persistence. This qualitative study focuses on 26 Latino male middle and high school students who are attending two continuation schools to understand the types of violence they have experienced and their educational aspirations after high school. Keywords: educational aspirations, Latino males, qualitative methods, urban education, violence, The fatigue of violence is often seen as a natural part of life for boys and young men of color in urban communities (Macmillan 2001; Patton and Roth 2016; Rios [...]

Research about students with disabilities and students identifying as LGBQ (lesbian, gay, bisexual, or questioning) reveals that both populations report more suicidality and peer victimization and less school connectedness than do their peers. No study has previously examined the intersection of these identities with regard to peer victimization, school connectedness, and suicidality. Using a sample of 11,364 high school students, we examined the relationships among these identities, peer victimization, and school connectedness with suicidal ideation. Compared with their peers without either identity, students identifying with one of these identities reported higher levels of suicidal ideation. School connectedness and peer victimization each moderated the association between identity and suicidal ideation. In addition, students who were victimized more than their peers and who identified both with a disability and as LGBQ (n = 250) reported the highest levels of suicidal ideation. School-based victimization and suicide prevention programs should consider students' multiple identities., Peer victimization and suicide continue to be prevalent public health issues that affect adolescents across the United States (Espelage & Holt, 2013; Kaminski & Fang, 2009). Peer-victimization has been defined [...]

Humanitarian aid is a significant part of the Norwegian self-image. In a governmental report on power and democracy from 2003, humanitarian aid is described as a new national symbol: 'Dette [...]

The purpose of this article is to examine how the high school setting assisted the leadership development of African American males. Additionally, we explored how the leadership developed in high [...]

A qualitative research study was conducted with 15 school counselors to identify the strategies they used to empower Chicana/o and Latina/o high school students. The findings of this study revealed that participants facilitated student empowerment by developing personal relationships with students, involving alumni, building sociocultural awareness, and encouraging social action. Based on these findings, school counselors who seek to empower students are called to develop positive relationships, identify role models, and encourage community engagement., Empowerment is a significant construct for youth of color, particularly Chicana/o and Latina/o students (Hipolito-Delgado & Zion, 2015). Feelings of empowerment are related to psychological well-being, academic engagement, and academic [...]

This article reports part of an ongoing process that is taking place at one high school. With the vision of an inclusive school in which all students could flourish, the school deliberately set out to develop a culture in which the students would feel welcome, connected and have a sense of belonging. This article focuses on, first, how the school, with a culturally-diverse student population, implemented a whole school intercultural approach aimed at improving students' views of the school climate and, second, the impact that this had on students' perceptions of the school climate and their self-reports of wellbeing, resilience and identity. These results indicated that, at the end of the 18 month period, students' perceptions of the school climate were statistically significantly higher for four of the six school climate scales. Further, students' scored statistically higher in terms of their wellbeing, resilience, self-anchoring and moral identity. Key words: inclusion; intercultural; school climate; student feedback; What's Happening In This School? (WHITS); whole school approach, The study reported in this article was carried out in a high school located in a lower-socio economic suburb of Perth, Western Australia. The student population, at the time of [...]

This study explored the prevalence and severity of own violence, violence in the family, the school, and the neighborhoods of high school students from three distinguished provinces in Thailand and consisted of 1305 youths. The southern Muslim province has the highest rates of violence; and males were found to be more violent than females. Own violence among Thai youth is lower than the ones in western societies. As in the west, the highest violent rates were indicated in the schools, followed by violence in the community and the family. The results were interpreted in light of the social/demographic and cultural characteristics of Thailand. Keywords Violence * Youth violence * Gender * Family violence * School violence * Community violence * Peer violence * Own violence, Youth violence has concerned many cultures and countries, but attempts to tackle it by 20th century theoreticians, policy makers and social change agents have failed. As part of an ongoing [...]

There's broad commitment to ensuring that all high-school graduates are college- and career-ready, but heated debate about the best means of achieving that goal. The big question is, how can [...]

Background: Social capital, mentorship, representation, institutional racism, and finances are systemic barriers for underrepresented groups applying to medical school. We can foster high school students' interest for medicine and surgery, [...]