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Segregation in America persists not just between schools and districts, but also within racially integrated schools where Black and Latinx students are often missing from the highest levels of courses. This single case study examines the changes in levels of courses offered and access to advanced classes in one school district from 2008 to 2018. The study draws on school board minutes, district programs of study, district documents, and retrospective staff interviews to understand what changed and how changes unfolded. A state initiative for virtual courses and the implementation of a financial efficiency report shaped the number of levels of courses offered, but only had a rhetorical focus on equity. A third initiative, a new course type designed by a district teacher, focused on equity in its design and implementation. While access to advanced courses did not generally improve over time, it did improve in the area targeted by the teacher's program. The paper examines how her program developed, expanded, and avoided resistance, with implications for policy makers and researchers. Keywords: tracking; equity; segregation; institutional theory, Racially diverse classrooms remain rare even at diverse high schools in the United States. Students are sorted into racially stratified academic hierarchies (O'Connor et al., 2011), with white students overrepresented [...]

10:15 - INCREASING MINORITY STEM PARTICIPATION THROUGH THE CREATION OF A SCIENCE FAIR PROGRAM FOR HIGH SCHOOL STUDENTS. Rickey C. Terrell (1), terrelrc@mail.uc.edu, (Greg Hollon, hollone@ucmail.uc.edu), University of Cincinnati, (1) [...]

This project examines the relationship between sports participation, gang associations, and delinquency among a diverse sample of rural high school girls. It was hypothesized that girls who participated in sports would have less gang involvement and lower rates of individual delinquency. Each of these hypotheses were partially supported by the findings. A number of variations in outcomes and strength of relationships were impacted by race/ethnicity. Results suggest that sports participation was negatively related to gang involvement for all participants, but the weakest relationship was found among White youth. The impact of sport on individual delinquency was not consistent. Findings are discussed in the context of various theoretical constructs (differential association, social control) which underlie the notion of sport-as-deterrent., The early history of sport suggests that it was viewed not just as a means to develop physical fitness, but also as tool through which humans could enhance moral development. [...]

National trends and goals have pushed beyond the dropout crisis and are now focused on raising the percentage of graduates prepared for college and career. This study examined a longitudinal [...]

Abstract Following a pattern observed elsewhere In North America, male Central American-origin youths in Toronto are, on average, less likely than others to do well In high school and less [...]

Byline: Lisa Kiang (1), Melissa R. Witkow (2), Oscar A. Baldelomar (3), Andrew J. Fuligni (3) Keywords: Ethnic identity; Within-person change; Adolescence Abstract: Changes in adolescents' ethnic identity (e.g., exploration, belonging) were examined over the 4 years of high school. Results from 541 adolescents (51% female) with Latin American, Asian, and European backgrounds suggest that, as a group, adolescents do not report developmental changes in their ethnic exploration and belonging over time. Yet, within-person analyses of change reveal that individual adolescents exhibited substantial fluctuation in ethnic identity across the years, and this fluctuation was associated with concurrent changes in family cohesion, proportion of same-ethnic peers, and ethnic centrality. The discussion focuses on the value of examining intraindividual change over at least several years in order to more fully understand processes of ethnic identity development during adolescence. Author Affiliation: (1) Wake Forest University, P.O. Box 7778, Winston-Salem, NC, 27109, USA (2) Willamette University, Salem, OR, USA (3) University of California, Los Angeles (UCLA), Los Angeles, CA, USA Article History: Registration Date: 15/06/2009 Received Date: 03/04/2009 Accepted Date: 15/06/2009 Online Date: 25/06/2009

The purpose of this investigation was to gain insight into the features of 32 senior physical education courses from 22 school districts in British Columbia that have successfully maintained high [...]

Since the nineteenth century and still today, persistent stereotypic beliefs about Blacks (1) have portrayed them as athletically superior while intellectually inferior to Whites (2) (Harrison, 2001; Harrison, Harrison, & [...]

Objective: To investigate injury risk behaviours among young Asian New Zealanders. Method: Secondary analysis of data from Youth2000, a nationwide cross-sectional youth health survey conducted in 2001 in a random sample of New Zealand (NZ) secondary schools using a multimedia, computer-assisted, self-administered interview. Of the 9,567 survey participants (aged 12 to 18 years), this study was restricted to students who identified with an 'Asian' ethnic category (n=922). Results: Many young Asian New Zealanders report engaging in injury risk behaviours, including: not using helmets when cycling; dangerous drink and drug driving; and being intentionally physically harmed by others. NZ-born Asian students are more likely than overseas-born Asian students to report most of these risky behaviours. Chinese and Indian students are less likely to engage in most of these behaviours than their NZ European peers. Conclusion: While young Asian New Zealanders are a relatively healthy population, many engage in well-recognised injury risk behaviours. The lower levels of these risky behaviours in indian and Chinese students compared with NZ European students, and the positive dose-response effect seen in relation to duration of residence in NZ, are likely to be due to the effect of acculturation. Implications: Injury prevention strategies for young people in NZ need to specifically consider the diversity, context and specific risk profiles of young Asian New Zealanders. Health promotion efforts for this group should target the use of safety equipment and risky driving behaviours and consider traditional cultural practices that may be protective. Key words: Asian Continental Ancestry Group; adolescent; injuries; New Zealand; risk taking; minority groups. doi:10.1111/j.1753-6405.2008.00168.x

This study examines development along Perry's intellectual and ethical scale among three successive graduating classes of students identified as gifted and talented in mathematics and science. Perry posits that intellectual development proceeds from a basic dualism through nine stages ('positions') and culminates with a sense of personal identify and commitment. Perry suggests that the college years act as the agent of intellectual development, but others have argued that Perry's scheme is not flexible enough to account for gender- and culture-based differences. This study uses a paper-and-pencil questionnaire to describe developmental characteristics of gifted high school students and examines between-group differences between gender and ethnic groups at the high school sophomore and senior years. All groups showed significant improvement from sophomore to senior year. There were no differences by gender or ethnicity at the sophomore year, but by senior year, significant developmental differences existed among ethnic groups. Keywords: gifted; Perry; epistemology; Learning Context Questionnaire; LCQ

Given the increasing importance of education to socioeconomic attainment and other life course trajectories, early academic struggles can have long-term consequences if not addressed. Analysis of a nationally representative sample with official school transcripts and extensive data on adolescent functioning identified a social psychological pathway in this linkage between external feedback about early struggles and truncated educational trajectories. For girls, class failures absent of diagnosed learning disabilities engendered increasingly negative self-perceptions that, in turn, disrupted math and science course-taking, especially in family and peer contexts in which academic success was prioritized. For boys, diagnosed learning disabilities, regardless of class performance, engendered the same changes in self-perception and the same consequences of these changes for course-taking across family and peer contexts. These results reveal how ability labels and ability-related performance indicators come together to influence the long-term educational prospects of girls and boys attending mainstream schools in which the majority of students do not have learning disabilities or severe academic problems. Keywords: education, learning disability, academic failure, peers, and stigma.

This current, longitudinal study addresses two critical issues related to underrepresented gifted: identification and programming. As a follow-up of minority and low-income students identified as gifted in middle school, the study provides insight into the potential predictive value of specific gifted attributes on later academic performance: high-school graduation, matriculation in an institution of higher learning, and completion of a college degree. Findings support the value of multiple forms of identification, specifically in problem-solving, teacher identification of leadership ability, and grade point average. The study also evaluates the impact on academic outcomes of a long-term, university/school pre-college partnership program for middle- and senior-high-school underrepresented gifted. Results show a significant relationship between the level of student involvement in program activities and successful achievement of academic outcomes., 'Those who have the potential for succeeding as gifted adults require not only the personal attributes often mentioned in definitions of giftedness, but also some special encounters with the environment [...]

Girls' tend to have less peer support for their science interests than do boys, which may contribute to gender differences in science motivation. The effect of science peer relationships on adolescents' visions of their possible personal future lives as scientists was studied in 161 female and 163 male gifted high school students who participated in summer science enrichment programs. Student reports of having positive science peer relationships were associated with more positive expectations of the possible personal self as scientist prior to the programs, and both program-related and nonprogram-related science peer relationships were associated with changes in the possible self at posttesting and at 6 month follow-up. These relations held for both male and female students. At follow-up, girls reported a stronger social niche with fellow program participants and stronger science peer relationships than did boys. Implications of the findings are discussed within the larger gendered societal context for science achievement. KEY WORDS: gender differences in science attitudes; science motivation; science peers; possible self in science.

The increasing diversity of the US coupled with the continuing need for information gathered about race/ethnicity require us to re-examine our practices of collecting and tabulating such data, particularly from individuals of mixed heritage. In the context of Census 2000, which allowed people for the first time to identify with multiple race groups, this article focuses on the context of education and looks at high school students' self-identification practices on forms. Survey data gathered from 638 freshmen during 1999-2000 at a diverse, public high school in California indicate: there can be high levels of inconsistency in students' individual identifications depending on question format and response options provided; and, overall demographic counts can greatly vary depending on how multiple-response data are tabulated. Students' responses raise questions about whether it is possible to attain a high level of measurement reliability when working with a diverse population that includes individuals of mixed heritage. Keywords: Racial/ethnic self-identification; mixed heritage; race classification in schools; demographic data collection and tabulation.

De facto tracking--the association between students' courses in disparate subjects, regardless of the decline of institutional mechanisms that organized de jure tracking--is a contested feature of secondary schools. Some analysts imply that de facto tracking arises simply because students who do well in one area often do well in other areas. Other analysts contend that pronounced tracking systems maintain racial, ethnic, and social-class segregation and thus that de facto tracking is driven, in part, by the sociodemographic composition of schools. This article investigates the school-level correlates of de facto tracking. An analysis of data from High School and Beyond suggests that the higher the correlation between students' achievements in different domains, the more pronounced the de facto tracking. However, racial-ethnic and socioeconomic diversity are also positively associated with de facto tracking, even though the achievement correlation is controlled. These findings suggest that de facto tracking may be maintained by both technical and demographic aspects of schools, both of which must be considered in any evaluation of tracking.

Two rationales have been used to support governmental funding of postsecondary vocational education: an efficiency rationale and an equity rationale. Research on the effects of this public investment, and thus on the defensibility of these rationales, has often been hampered by inadequate data and other limitations. The analysis presented in this article used the nationally representative High School and Beyond data set to investigate the distinctive role of postsecondary vocational education in affecting the earnings, employment, and socioeconomic mobility of the nation's high school graduates of 1980. The results suggest that postsecondary vocational education does, indeed, have significant positive effects on individual economic outcomes, but those effects are not found among all who are targeted by the equity rationale. In particular, men from lower socioeconomic backgrounds do not appear to benefit appreciably. The analysis, however, provides striking support for the equity rationale as it applies to women.

A study on the factors influencing young men and women in choosing single-sex and coeducational independent schools is performed by analyzing these two gender groups separately. Results show that, aside from the factors differentiating these groups from those who attend public schools, there are several social and behavioral factors involved. The portrayal of independent schools as a guarantee to upscaled social status is shown to be overemphasized although such status is a necessary factor in attending these schools.

Betz and Hackett's (1981) career self-efficacy model was extended using an ethnically mixed (White, Hispanic, American Indian) rural high school population (467 and 426 boys). A modified form of Betz and Hackett's interest and self-efficacy instrument was used as well as measures of ethnicity, socioeconomic status, stressful life events, and self-esteem. Gender differences were observed in interest and self-efficacy estimates for same-gender and cross-gender occupations, marked by boys' restricted consideration of cross-gender options. Ethnic differences were noted as well, particularly regarding self-efficacy estimates, with American Indian efficacy lowest for 7 of 18 occupations studied. Stepwise multiple regression analyses with interest and efficacy as the dependent variables yielded equations that varied by ethnicity.

Panel data on Florida high school students was analyzed and it was found that although white students are more likely to take advanced courses than black and Hispanic students, this difference is removed when observable pre-high school characteristics are conditioned. Government efforts to increase access to advanced courses to poor and minority students appear effective.

Female college physics students are lagging in expertise related to physics learning strategies, expertise, confidence, and interest, compared to their male counterparts. This happens despite having academic records that are competitive with or better than those of male students.

The underachievement of male students in a single school district is examined to study early adolescents' aspirations and academic tracking. This study supports the national statistics regarding gender differences in achievement and school success factors.

The cultural issues Palestinian American high school students face in relation to multinational migration, are investigated. Their concept of citizenship has been significantly affected by cultural conflicts in the school setting, as in the issues of teacher harassment and stereotyping. The importance of citizenship education in cases such as this is explained.