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In Canada, the Black population is the third-largest racially visible group, yet students of African descent continue to face inequities in Canadian school systems. Students of African descent can benefit from learning from an Africentric perspective that cultivates their well-being and achievement while centring their lived experience as a person of African descent. As research demonstrates the significance of parental involvement in Africentric education, the purpose of this study was to explore an Africentric High School Cohort from the perspective of parents of the students of African descent in this Cohort. Based on the conceptual framework of Nguzo Saba, the theoretical framework of Africentric education, and critical race theory, a thematic analysis of the findings was conducted. The findings are discussed under the themes of parental engagement, positive youth development, and addressing challenges. Recommendations are suggested for future Africentric cohorts. Keywords: Africentric cohort, Africentric education, Nguzo Saba, critical race theory, people of African descent, Black people, African Nova Scotians, parents' perspectives Au Canada, la population noire constitue le troisieme groupe de minorites visibles. Cependant, les etudiants d'ascendance africaine continuent de faire face a des inegalites dans le systeme scolaire canadien. Les etudiants d'ascendance africaine peuvent tirer profit d'un apprentissage fonde sur une perspective africaine qui favorise leur bien-etre et leur reussite tout en mettant l'accent sur leur experience vecue en tant qu'individu d'ascendance africaine. La recherche ayant demontre l'importance de la participation des parents dans l'education afrocentrique, l'objectif de cette etude est d'explorer, du point de vue de leurs parents, une cohorte d'etudiants d'une ecole secondaire afrocentrique. Sur la base du cadre conceptuel de Nguzo Saba, du cadre theorique de l'education afrocentrique et de la theorie critique de la race, une analyse thematique des resultats a ete effectuee. Les themes suivants ont servi de base a l'analyse : l'engagement parental, le developpement positif des jeunes et les defis a relever. Enfin, l'article propose quelques suggestions pour les cohortes afrocentriques futures. Mots-cles : cohorte afrocentrique, education afrocentrique, Nguzo Saba, theorie critique de la race, personnes d'ascendance africaine, Noires, Neo-Ecossais d'origine africaine, perception des parents, Introduction Our children need to know their ancestors were more than just survivors, They need to know their ancestors were amazing, smart, wise and great. They were educators, educated, cool [...]

Increasingly, anecdote and research have suggested a high rate of perfectionism among adolescents. The authors of the most common measure used in perfectionism research, the Frost Multidimensional Perfectionism Scale, have proposed that perfectionism comprises six subcomponents, however this has been the subject of debate in regard to adolescent populations. Our study examined the psychometric properties of the Frost Multidimensional Perfectionism Scale in a sample of 930 New Zealand adolescents. Broadly consistent with our hypotheses, and previous research, the results showed that Frost and colleagues' original six-factor structure did not provide a good fit to the adolescent sample. Instead, exploratory factor analyses reveals a four-factor solution reflecting 'Concerns and Doubts', 'Parental Perceptions', 'Personal Standards' and 'Organisation'. Further analyses provides support for two second-order factors representing Positive and Negative perfectionism. Overall, despite differing from Frost and colleagues' original six-factor conceptualisation, the four first-order components conform to the two hypothesized second-order components. Keywords: Perfectionism, Adolescence, Mental Health, Factor Analysis, INTRODUCTION For at least two decades, there has been growing concern over the apparent increase in perfection amongst today's adolescents (e.g., Curran & Hill, 2019), with some researchers suggesting that [...]

Trans and nonbinary youth issue a challenge to K-12 schools, which regularly assume gender is binary and immutable. Although scholars have explored how educational institutions are responding to trans and nonbinary students, fewer have examined the assumptions implicit within these responses. By analyzing policy solutions as diagnostics of institutions' implicit representations of social problems, I examine how educational institutions construct the terms of membership for trans and nonbinary students. This article examines all publicly-available Ontario public school board documents (N = 359) including the terms 'gender identity' and/or 'gender expression.' The findings show patterns in school board approaches. Roughly 80% of responses focus on a case-by-case, individual-level response. The remaining 20% adopt a systemic approach to trans and nonbinary inclusion. Few responses challenge binarysorting practices. This article addresses the broader social issue of how public organizations deal with difference and the limits of individual accommodation responses to systemic inequity. Les jeunes transgenres et non binaires representent un defi pour les ecoles primaires et secondaires, qui partent regulierement du principe que le genre est binaire et immuable. Bien que les chercheurs aient explore la maniere dont les etablissements d'enseignement repondent aux etudiants transgenres et non binaires, ils sont moins nombreux a avoir examine les hypotheses implicites dans ces reponses. En analysant les solutions politiques comme des diagnostics des representations implicites des problemes sociaux par les institutions, j'examine comment les institutions educatives construisent les conditions d'appartenance des etudiants trans et non binaires. Cet article examine tous les documents des conseils scolaires publics de l'Ontario (N = 359) accessibles au public et comprenant les termes 'identite de genre' et/ou 'expression de genre'. Les resultats montrent des tendances dans les approches des conseils scolaires. Environ 80 % des reponses se concentrent sur le cas par cas, au niveau individuel. Les 20 % restants adoptent une approche systemique de l'inclusion des personnes transgenres et non binaires. Peu de reponses remettent en cause les pratiques de tri binaire. Cet article aborde la question sociale plus large de la maniere dont les organisations publiques traitent la difference, et les limites des reponses individuelles a l'iniquite systemique., INTRODUCTION I begin this article with two brief vignettes that illustrate what is at stake in educational institutions' responses to trans and nonbinary students. Ash (1) is a nonbinary high [...]

This longitudinal study was conducted to identify predictors of postsecondary education or training enrollment of students with disabilities who participated in a transition-focused career planning and preparation program while in high school. The project consisted of assessments, services, and experiences for developing skills in pre-employment, career, self-determination, and workplace technology. Participants also developed their Individualized Career Action Plans (ICAPs). Upon exiting the project, students' enrollment status in postsecondary education or training programs leading to a recognized certificate or degree was recorded. Associations between personal characteristics, parent/guardian attitudes, program services, and enrollment in postsecondary education or training were assessed using binary logistic regression. The results can be used for conceptualizing alternative or enhanced approaches to facilitating enrollment in postsecondary education or training. The students' characteristics and parents'/guardians' attitudes associated with students' enrollment suggest opportunities for programs to promote education and training opportunities for transition-age youth. Furthermore, program services that were significantly correlated with students' enrollment are highlighted as components of transition program models with implications for practice and further research. Keywords: workforce, rehabilitation, transition, characteristics, parents, The case for postsecondary educational attainment is underscored by its direct correlation with earning potential, job security, career mobility, and opportunities (Ma & Pender, 2023; McElrath & Martin, 2021; U.S. [...]

Albinism in Tanzania causes fierce health-related stigma. Little research has focused on the impact of stigma reduction strategies aiming to reduce albinism related stigma. Therefore, this research assessed the impact of two short video interventions among high school students in Tanzania on their attitude towards people with albinism: a contact intervention (n = 95) and an education intervention (n = 97). A mixed method design was used. Directly before and after the interventions impact was measured among all participants through the Albinism Social Distance Scale for Adolescents (ASDS-A), knowledge items, and entertainment items. After these measurements focus group discussions were conducted, 16 in total (n = 80). Both interventions caused a significant increase in the levels of correct knowledge about albinism. The education intervention entailed a significant positive change in attitude measured through the ASDS-A, whereas the contact intervention did not have a significant effect. In terms of entertainment value, the respondents were more enthusiastic about the contact intervention. The study suggests that education interventions on their own can be a successful tool in decreasing albinism related stigma. Additionally, qualitative findings show many positive outcomes for the contact intervention. Therefore, we would recommend using a combination of these two interventions, which has also proved successful in the past. However, more research on the effect of a combination of the two strategies is recommended., Author(s): T. M. M. De Groot [sup.1], P. Meurs [sup.1], W. Jacquet [sup.1], R. M. H. Peters [sup.2] Author Affiliations: (1) grid.8767.e, 0000 0001 2290 8069, Department of Educational Sciences, [...]