Trajectories of positive youth development and promotive factors among adolescents during the transition to high school in China

Within the framework of positive youth development (PYD) and life course theory, this study was designed to examine patterns of PYD and promotive factors over the first semester of Chinese high school with a sample of 480 students (boys, 43.96%). The growth mixture model identified four trajectories of PYD, labeled high start–fast decreasing, high start–low decreasing, low start–low increasing, and mid–persistent. Results also showed that membership in a PYD trajectory is significantly related to three promotive factors: parental involvement, teacher involvement, and intentional self-regulation. These findings have important theoretical and practical insights for a deeper understanding of the underlying mechanisms of positive development in adolescents following the critical period surrounding the transition to high school.     

Applying utilization-focused evaluation to high school hazing prevention: A pilot intervention

Researchers argue that hazing can contribute to an abusive school climate and interfere with a positive learning environment for students. National efforts exist for establishing policies, protocols, evaluation, and education for students, administrators, and staff to prevent hazing at the college level, but this work has yet to be applied broadly in a high school context. In response to this gap, researchers implemented a pilot project at two high schools in Maine that consisted of hazing prevention training and assessment. This paper discusses the design, methods, and lessons learned through this collaborative, utilization-focused, and mixed-method training and evaluation with school personnel and high school student participants.     

A systemic intervention research agenda for reducing inequality in school outcomes

Persistent education inequality is a complex problem in the United States, and, despite efforts to promote equity, education performance and attainment remain highly related to characteristics of students’ families, schools, and neighborhoods. Systemic interventions are designed to address complex problems through the identification and purposeful incorporation of knowledge from the multiple systems implicated in a problem. Although systemic intervention approaches are not widely reported in education, they have yielded positive effects in health and human services and are worth investigating in the education context. In this paper we review policy and research evidence related to education inequality and provide an agenda for designing and evaluating systemic interventions to reduce education inequality.     

秦皇岛市高中生体育消费行为的调查

通过秦皇岛市5所高中621名学生的调查问卷,对高中生的体育消费行为进行调查。结果表明,秦皇岛市高中生体育消费的年级差异显著,在消费动机方面性别差异显著。高中生的体育消费受到家庭、学校、媒体信息等多种因素的影响。     

In high school and pregnant: the importance of educational and fertility expectations for subsequent outcomes

This study uses the High School and Beyond data (1980–1992) to examine the importance of educational and fertility expectations in explaining the achievement gap of adolescent mothers for over 5,500 young women from different socioeconomic backgrounds. Using a non-parametric local propensity score regression, the study finds that the economic disadvantage associated with having a child in high school is particularly large in poor socioeconomic environments; however, this disadvantage is a result of preexisting differences in the educational and fertility expectations and is not because of a diminished capacity of the socioeconomic environment to mediate the effect of an unplanned childbirth. The findings suggest that childcare assistance and other policies designed to alleviate the burden of child rearing for young mothers of low means may not produce the desired improvement in their subsequent educational and labor market outcomes. A much earlier policy intervention with a focus on fostering young women's outlook for the future is needed.     

Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school

The persistent achievement gap between students from poor families and their peers calls for research that examines risk factors associated with poverty and strategies for promoting resilience. Research demonstrates the impact of school climate on behavior and academic achievement, especially in high-poverty schools. The present study examines associations between family poverty, social supports, students' perceptions of school climate, behavior, and grades. Poverty is associated with poor grades and behavior, while positive perceptions of school climate are associated with positive grades and behavior. Perceptions of school climate moderate the association between poverty and behavior, such that students from poor families who perceive a positive school climate exhibit similar behaviors to their peers from higher income families. Implications for practice, policy, and research are discussed.     

Hidden school dropout among immigrant students: a cross-sectional study

Actual school dropout among immigrant youth has been addressed in a number of studies, but research on hidden school dropout among immigrant students is rare. Thus, the objective of this paper is to analyze hidden school dropout among primary school students with an immigrant background. The analyses were performed using survey data of 1186 immigrant students in Swiss primary schools. Our results show that immigrant students’ academic achievement, their attitudes towards school-related values, and the quality of their relationships with classmates and teachers were significant predictors of their disengagement during classes. Moreover, our findings strongly suggest that those predictors that are important for actual school dropout are crucial for hidden school dropout as well. We conclude that low-achieving immigrant youth who do not value school and who have poor relationships with teachers and peers are especially at risk of hidden and, eventually, of actual school dropout.     

Implementation and evaluation of a biotechnology research experience for African-American high school students

Exposure to science content and development of excitement for scientific inquiry throughout the high school years are imperative in attracting students into the sciences. The purpose of this article is to report lessons learned and share best practices from the implementation and evaluation of a high school STEM program that aims to provide an authentic research experience for African-American students and expose them to the possibility and benefits of attaining advanced degrees and careers in STEM fields. Participants reported that enriching science experiences improved their college readiness and exposed them to STEM degree and career options. Formative evaluation results lead to the following lessons learned for best practice: 1) Relationships with high schools will facilitate buy-in; 2) Setting clear expectations and assigning responsibilities is essential; 3) Diversity and cultural sensitivity training is necessary; and 4) Programs of this nature need strong evaluation.     

The Color Paradigm: The Impact of Colorism on the Racial Identity and Identification of Latinas

Existing research has provided scant analysis on the impact of colorism or skin color privilege and stigma on racial identity and identification among Latinos/as. This article explores the dynamics of colorism and the impact on racial identity and identification among Latinos/as of varying phenotypes. The experiences of a subset of eight Caribbean Latinas and one Chicana are used to illustrate how Latinas negotiate their racial identification and survive experiences of both stigma and privilege within the U.S. context. The article concludes with implications for social work research, practice, and pedagogy.     

The development of science achievement in middle and high school. Individual differences and school effects

Using data from the Longitudinal Study of American Youth (LSAY), hierarchical linear models (HLMs) were used to model the growth of student science achievement in three areas (biology, physical science, and environmental science) during middle and high school. Results showed significant growth in science achievement across all areas. The growth was quadratic across all areas, with rapid growth at the beginning grades of middle school but slow growth at the ending grades of high school. At the student level, socioeconomic status (SES) and age were related to the rate of growth in all areas. There were no gender differences in the rate of growth in any of the three areas. At the school level, variables associated with school context (school mean SES and school size) and variables associated with school climate (principal leadership, academic expectation, and teacher autonomy) were related to the growth in science achievement. Initial (Grade 7) status in science achievement was not associated with the rate of growth in science achievement among either students or schools in any of the three areas.     

The role of the school library: reflections from Sweden

Libraries are critical learning spaces and may play a significant role in intercultural education initiatives, particularly in Sweden where the national curriculum ascribes central functions to libraries for learning activities. Unfortunately, the ways in which teachers and librarians may collaborate to leverage mutual resources is not fully understood. This article uses Pirjo Lahdenperä’s model of intercultural education development to consider the case of a small school library in a highly diverse urban neighbourhood. Although public libraries in Scandinavia can support intercultural educational values by addressing individual needs and complementing curriculum-based teaching, the development of new teaching practices requires additional guidance as well as institutional support.     

Children's humour and the grotesque pleasures in school mealtime socialisation

In this paper, we argue for two propositions: children are socialised and guided to become competent members of school mealtime community, and children have the capacity to modify and challenge existing practices. We draw on Bakhtin's concepts of the carnivalesque laughter and grotesque realism to illustrate how children use humour to test the boundaries of what is permitted. Children's mealtime interactions foster the development of social skills to subvert and negotiate adult authority and manage unfolding interactions between children and adults. We present findings from a child-centred perspective in a primary school in the United Kingdom.     

High School Family Centers: Transformative Spaces Linking Schools and Families in Support of Student Learning

ABSTRACT

This study explores school, family, and community partnership at the high school level, using eight family centers as the entry point for the investigation. The purpose of the study was to identify ways that parents and school staff could collaborate to support high school students' achievement. The study findings led to the development of a model that represents three inputs that are crucial to the creation of a successful family center: (1) a supportive infrastructure, (2) the existence of skilled center staff, and (3) the presence of responsive programming. These three inputs led to the creation of a thriving center that acts as a transformative space, a “zone of community,” that results in four outputs: (1) the creation of relational trust among adults, (2) shift in parents' role construction and efficacy, (3) the generation of student relational trust, and (4) the development of student efficacy. The data from this study suggest that the relational trust developed in these transformative spaces called family centers can have a positive effect on student efficacy. The study concludes with seven recommendations for schools and districts looking to establish family centers in high schools as a way to expand family engagement at the high school level.     

Out of the wilderness and into the fold: the school nurse and child protection

This paper argues that there has been a major change since the mid‐1980s in the extent to which other workers involved in child protection recognize the value of the contribution of school nurses. Evidence for this is drawn from a longitudinal study in an English shire county using a vignette approach to explore workers' perceptions of the handling of child protection issues. While in part the greater recognition of the role of the school nurse can be attributed to the adoption of child protection procedures, this provides only a partial explanation. School nurses in the 1990s were better qualified and more experienced, while other workers such as school heads and social workers recognized the need to work with others, such as the school nurse, in order to meet their own objectives. The paper concludes that there is a case for more formal recognition of school nurses in child protection because, like health visitors, with whom they have a follow‐on colleague relationship, they are often the most significant health workers for children who may be neglected or abused. Copyright © 2000 John Wiley & Sons, Ltd.     

Querying meanings of adolescent peer resistance: a school choice decision revisited

For more than three decades, adolescent research within psychology has addressed developmental questions regarding resistance to peer influences from a psychosocial perspective, emphasizing autonomy development. Inferences about development have been drawn from age-related differences on peer resistance/conformity questionnaires. In this paper, we illustrate an alternative sociocultural/dialogical person-in-context approach to the study of peer resistances and development. This approach directs attention to the meanings of resistant acts as arising from adolescents' transactions with immediate and larger sociocultural contexts, and to the evaluation of development as qualitative system transformation. Our study concerns voiced resistance by eighth-grade girls to peer labeling of their sexual orientation because of the girls' choice (3 years earlier) to attend an all-girl college-preparatory middle school. Resistances expressed in interviews are evaluated within the context of current and prior I-other positionings surrounding the school choice, and we highlight the importance of considering (1) multiple rather than singular peer relations in adolescents' lives associated with connecting as well as resisting positionings; (2) meanings of ‘what’ is being resisted; (3) distinctions in how resistances are expressed; (4) emergent abstractions supporting the resistances; and (5) developmental change as a systems phenomenon.     

Fathering latina sexualities: Mexican men and the virginity of their daughters

Mexican men have been traditionally misrepresented in or omitted from fatherhood scholarship, sexuality and reproductive health‐related research, and immigration studies. Based on in‐depth tape‐recorded interviews with 20 immigrant men living in Los Angeles, this study examined Mexican fathers’ views of virginity as they educate their daughters in the United States. Results indicate that fathers’ perceptions of a daughter's virginity are shaped by regional expressions of patriarchy and masculinity, and the socioeconomic segregation of inner‐city barrios. Protecting their daughters from a sexually dangerous society and improving their socioeconomic future is of greater concern to these men than preserving virginity per se. These men's narratives challenge stereotypical images and archetypes of the Latino macho father.     

Suicide Attempts by Adolescent Latinas: An Exploratory Study of Individual and Family Correlates

Epidemiological data show high rates of suicide attempts among adolescent Latinas. Few studies have addressed the psychosocial, cultural and family correlates of suicide attempts among this age group of a rapidly growing population. The authors studied 31 adolescent Hispanic females who were receiving mental health services; 14 girls had attempted suicide in the previous five years and 17 had never attempted suicide. The two groups of girls did not differ significantly with respect to demographic profiles, levels of depression, family type, acculturation, or self-esteem. However, as hypothesized, the mutuality between girls and their mothers was lower among suicide attempters. Maladaptive coping skills of withdrawal and wishful thinking were more commonly used by attempters, and non-attempters used emotional regulation and problem-solving more frequently. Findings are discussed within the context of the empirical and theoretical literature and implications for practice are considered.     

Narrating the organizational self: Reframing the role of the news release

Public relations practitioners have long relied on the press release, or news release, as a means of communicating with publics via the media. The news release may also be seen as an autobiographical narrative through which the organization seeks to express and negotiate aspects of its identity. Reconceptualizing news releases as a narrative genre offers a means of studying processes of identity construction as events unfold, rather than relying on post hoc reconstructions that can explain away inconsistencies. Organizational crises offer an excellent opportunity for research, as organizations strive to make sense of complex situations of uncertainty. This study examines the bankruptcy scandal of Italian multinational Parmalat to illustrate how the news release may be configured as a narrative genre that helps to construct organizational identity.