Rural Students’ Social Capital in the College Search and Application Process

Although the growing mandate for higher education creates challenges for students in rural areas, rural high school graduates currently attend college at a rate similar to their peers in other locale types. Prior research has attributed this accomplishment to family, school, and community social capital, yet the processes through which students translate social capital into educational attainment remain unspecified. This study examines how successful rural students access and engage various forms of social capital during the college search and application process. Analysis of semistructured interviews with 30 college graduates from communities throughout one predominantly rural state showed that family social capital provided most students with generalized support, but college‐specific guidance tended to correlate with parental education and income. Most students benefited from school social capital, primarily through pro‐college climate, peer networks, teachers, guidance counselors, and academic tracking. Students accessed community social capital through supportive youth and adult interactions, extended family ties, and a caring community, but these forms of social capital did not explicitly support the college search process. Although quantitative studies have operationalized family, school, and community social capital as distinct concepts, this study argues that these constructs cannot be disentangled given the interconnectedness of rural families, schools, and communities.     

Student commitment and purpose in a private secondary school

Research on public education often concludes that low achievement is partly caused by a lack of student commitment to an educational goal. This study investigates the sense of academic purpose among students in a private secondary school where all graduates go to college, and explores the mechanisms of student commitment built into the social organization of the school. Results show that educational commitment among students develops from intensive face-to-face interaction in a primary community, the sense of history and tradition resulting from continuity in students' educational experiences, and the substantial power students have over their own school lives. These results add qualitative information to the debate over differences between public and private education, and suggest ways to improve public schools.     

Predictors of Academic Achievement for Latino Middle Schoolers

The aim of this study was to examine specific child, home, and school factors that predict academic achievement for Latino middle school students. The sample for this study (N = 173) was drawn from seven public schools located in three school districts in the northeastern United States. Hierarchical multiple regression analyses were used to predict academic achievement from a combination of predictor variables: gender, parent educational attainment, parent employment status, acculturation, parent involvement in school, and school identification. Findings indicate that school identification and parent involvement in school are protective factors that promote Latino middle grade students' academic achievement. These findings suggest that collaborative partnerships between school social workers, teachers, and Latino students and their parents are an important strategy that can optimize connections to school that result in academic achievement.     

Preferences for popular music in and outside school among Chinese secondary school students

During the last two decades, China has experienced the emergence of vibrant popular music, resulting from globalisation and commercialisation. This empirical study investigates Chinese secondary students' popular music preferences in daily life, and to what extent and in what ways they prefer learning about popular music in school in the city of Changsha. Based on the findings from the survey questionnaires completed by 1816 secondary school students and interviews with 45 students from 8 secondary schools, this study revealed that Chinese teenagers preferred popular music styles in their daily lives and in school, particularly popular songs from Mainland China, the USA and the UK. There was a strong relationship found between school music teachers and the students' preferences for learning popular songs. Many of the students surveyed had their own popular music idols, but they mostly maintained that they liked their music idols because of their songs' melodies and lyrics. The findings also showed that there was a gap between the students' preferences for popular music and the popular music styles taught in school music lessons. Despite the division of classical and popular music learning among Chinese youths, most students conceded that these two musical styles should be taught in school music education. This study's findings challenge the notion of how popular music education in a culturally diverse community can be improved, as well as stimulate further examination of young students' music preferences in and outside the school environment.     

Academic resilience and caring adults: The experiences of former foster youth

As a result of being removed from their homes and moving between different placements and schools, foster youth can experience high levels of stress and challenges as they struggle to cope with such extreme emotional turbulence. The experience of trauma and instability in turn, can have consequences on foster students' academic progress. As it is seemingly uncommon for foster youth to matriculate to postsecondary education, this study examines how successful foster youth transitioned out of care and furthered their education at an academically rigorous institution. From high-achieving former foster students, this study uncovers their experiences while in out-of-home care that helped them enroll in a university, including how adult supporters provided guidance, emotional support, and stability, which allowed students to move out of their negative past experiences. Adults' willingness to assist youth and be a part of their lives provided students with a transformative academic and social emotional environment, furthering their ability to persist through high school and gain acceptance to a top-tier university.     

Streamlining for democracy: Intercultural predispositions of the Croatian secondary school population

This work interprets the results of empirical research conducted into the intercultural predispositions of secondary school students in Croatia. Data were collected in 1993 and in 1998, using specially constructed questionnaires in which, for a variety of democratic values, a Likert-type battery of questions, were given to respondents. In 1993 the stratified research sample consisted only of secondary school students, while in 1998 the research sample also included students, parents and teachers. An analysis of the results shows that: (1) students had, generally speaking, affirmative attitudes both in 1993 and 1998 and that the hierarchy of support for these values remained the same; and (2) all three groups examined in 1998 shared a common hierarchy of values. However, they differed in the degree to which they accepted democratic values; teachers ranked the highest, students the lowest. The fact that students' attitudes were much closer to their parents' than to their teachers' leads to the conclusion that schools are not the major factor in the "political" socialization of young people in Croatia. This indicates a need for the introduction of new curriculum in all secondary schools. This curriculum should include educational content that emphasizes democratic values and intercultural relations, and methods that stress students' participation through action, reciprocity, dialogue, and solidarity, led by well-trained teachers.     

Indo-China: Storm Center of Southeast Asia

The authors report the findings of a survey study in which they investigated high school social studies teachers' current practices, challenges, and needs in relation to instruction of English language learners (ELLs). Thirty-three high school social studies teachers in six English as a second language (ESL)-centered schools in central Virginia participated in the study. Drawing on the findings, three themes demand particular attention: the challenges that social studies teachers face teaching ELLs; the accommodations teachers currently make for ELLs; and the types of support teachers need to teach ELLs social studies more effectively. The authors include findings from the field of second-language education to raise social studies teachers' consciousness about their ELLs' needs and conclude with a number of practical suggestions related to instruction and differentiation that are crucial for social studies teachers to help ELLs learn effectively. Further dialogues are needed, particularly regarding ESL inclusion and teachers' critical awareness of serving this particular group of students.     

A multi-level analysis of school racial composition and ecological correlates of academic success

Current policy and practice interventions have failed to address disparities in academic success by race/ethnicity or socio-economic status. In addition, as policy interventions to prevent racially segregated schools have stalled, progress toward reducing these achievement gaps has also slowed. This exploratory study employs multi-level modeling to examine how risk and protective factors in students' schools, homes, peer groups, and neighborhoods relate to behavior and academic performance. We examine whether these relationships depend on the racial composition of the school and, in particular, the concentration of African American students in schools. The findings indicate that protective school, home, peer group, and neighborhood environments characterized by social support and safety are associated with positive academic outcomes and behavior. Students attending more segregated schools in which the majority of students are African American report worse behavioral and academic outcomes than students in other schools, even when controlling for other important dimensions of the school environment, school climate, school safety, and poverty. In addition, school racial composition shapes how key protective factors relate to grades.     

“History Teaches …”

The author conducted research in Jordan, where he interviewed secondary school social studies teachers about their perspectives on teaching critical-thinking skills in their classrooms. All interviews were audiotaped or videotaped in Arabic and later translated into English. The author qualitatively analyzed data, including the translations of the interviews, the Ministry of Education's teaching guidelines, and textbook teacher manuals. The study's results indicate that Jordanian secondary school social studies teachers have little familiarity with the definition and teaching strategies of critical thinking; the Jordanian Ministry of Education requires teachers to teach critical thinking only to a small extent. In addition, teacher's manuals for the state-required textbooks provide detailed content information, with only minor references to teaching critical thinking. Previous research, conducted by the author on middle and high school students in Jordanian public schools, supports the finding that students do not acquire critical-thinking skills from their public school education in Jordan.     

Schools,Their Spatial Distribution and Characteristics,and Fertility Limitation*

This article investigates the complex relationship between various dimensions of women's educational context and their contraceptive use later in life. Using data from rural Nepal on all the schools that ever existed in one community, I create geographically weighted measures of school characteristics—specifically teacher and student characteristics—that capture exposure to the complete array of schools and investigate the direct relationship between these dimensions of school characteristics and contraceptive use. These analyses provide new information on the broader issue of how social context influences the adoption of innovative behaviors by exploring the wide-reaching effects of school characteristics on individuals. Findings show that the gender of teachers, the gender of other students, and the level of teacher education are all related to women's use of contraception; that increased exposure to these school characteristics throughout the study area, but not necessarily at the closest school, is related to higher rates of contraceptive use; and that school characteristics early in the life course can have long-term consequences for individual behavior.     

Do worker absences affect productivity? The case of teachers

This article studies the impact of teacher absences on education. Using data spanning three academic years about 285 teachers and 8,631 predominantly economically disadvantaged students from a United States urban school district, it tests assumptions that a substantial portion of teachers' absences is discretionary and that these absences reduce productivity – students' mathematics scores. Since absent teachers are typically replaced by less qualified substitutes, instructional intensity and consistency may decline: ten days of teacher absence reduce students' achievement score by about 3.3 per cent of a standard deviation – enough to lower some students' designation in the state proficiency system and, thus, their motivation to succeed.     

A Teaching Framework for Transformative Multicultural Social Work Education

Abstract

A major challenge in multicultural social work education is fostering meaningful learning experiences for students by matching educational methods and content to students' individual learning needs and characteristics. Building upon transformative learning theory developed by Jack Mezirow, this paper proposes a teaching framework for transformative multicultural social work education that addresses students' individual learning needs and characteristics. This framework uses the dimensions of cultural knowledge and cultural sensitivity to represent four potential stances of cross-cultural learning in students. The paper provides a detail discussion regarding the learning needs and learning foci of students at each stance, and useful teaching strategies and activities that enhance students' transformative learning process so that they develop integrative knowledge about self and others in a dynamic multicultural society from multiple perspectives.     

Student-Teacher Relationships

Abstract

It has been predicted that the number of students who do not complete a high school education will continue to increase. Of particular concern is the disproportionate number of poor and minority students who fail to complete high school. While the vast majority of the literature on school dropouts focuses on individual and family factors, a body of research has recently begun to examine how school factors contribute to the dropout problem. One of the most overlooked school factors is the quality of the relationship between teachers and students, especially at-risk students and the powerful impact of teacher attitudes and beliefs on student success. This article addresses how schools contribute to students' decisions to drop out of school and stresses the importance of selecting interventions aimed to improve the relationships between school personnel and students. Innovative programs designed to enhance strong student-teacher relationships are highlighted.     

Career Development and School Success in Adolescents: The Role of Career Interventions

Using longitudinal survey data, the present study examined the effect of participation on career development skills in 6 career education experiences and school success among South Korean adolescents (2,473 young men, 2,132 young women; mean age = 15.86 years). Regression analyses indicated that students who participated in career education programs in school once or twice over a 2‐year period had the highest scores in both career development skills and school success. In contrast, there was no relationship between career education, career development skills, and school success for students who participated in career education programs only once or not at all. Results support the influence of career education interventions on students' career development skills and school success. This study provides accountability information on the effectiveness of career education interventions at South Korean secondary schools. The authors offer suggestions about more effective career interventions that can be applied in South Korean high schools.     

Revisiting individualism and collectivism: a multinational examination of pre-service teachers’ perceptions on student academic performances

This study explores how pre-service teachers in Singapore, Hong Kong, Taiwan, and the United States perceive educational diversity in relation to students’ academic achievement by means of qualitative content analysis. It takes cultural psychological perspectives to revisit the attribute reasoning embedded in individualist and collectivist orientations. Pre-service teachers in Hong Kong, Taiwan, and Singapore are found to attribute academic failure of low social economic status (SES) students to personal factors, such as individual effort, intelligence, and motivation. Pre-service teachers from the United States tend to attribute academic failure of low SES students to situational factors, such as family, school, and community.     

The Influence of Gender,Generation Level,Parents' Education Level,and Perceived Barriers on the Educational Aspirations of Mexican American High School Students

A portion of social‐cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994) was tested by examining contextual factors related to the educational aspirations of 186 Mexican American high school students. A 3‐step hierarchical regression analysis was conducted to determine the influence of gender, generation level, parents' education level, and perceived educational barriers on educational aspirations. Results indicated that perceived educational barriers significantly predicted students' educational aspirations above and beyond the influence of gender, generation level, and parents' education level. Implications for Mexican American students' educational goals are provided.     

Addressing racial inequalities within schools: Exploring the potential of teacher education

A substantial body of literature demonstrates how within‐school patterns serve to maintain and perpetuate racial inequality in education. This occurs as well‐meaning teachers and administrators tend to hold lower academic expectations for students of color; engage in racially biased discipline patterns; employ alienating curricula; and fail to address racial issues in meaningful ways when they surface in classrooms. In this paper, I review literature on these and other inequitable patterns and subsequently summarize research exploring how these issues are confronted teacher training programs. While some pedagogical models show promise, many studies suggest that multicultural education and programs for pre‐service teachers fall short in promoting perspectives and practices to address inequity in schools. I apply tenets of critical race theory to scrutinize oppression within schools and the shortcomings of initiatives claimed to redress them, and moreover, to suggest how teacher education can be improved to encourage pedagogy for social justice ends.     

Teacher–child relationships in the context of poverty: the role of frequent school mobility

Children's relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher–child relationships. Using growth curve models that control for a host of other poverty-related risks, this study explores the association between children changing schools frequently (defined as three or more school moves) between preschool and third grade and the quality of their relationships with their teachers over these five years in a low-income, ethnic-minority sample. Children who frequently moved schools were reported to be less close to their teachers in third grade and experienced steeper declines in closeness than children who did not change schools frequently. Moreover, the effects of frequent school mobility at third grade were robust to other poverty-related risks, including residential mobility, parental education risk, family income, and single-parent households. Changing schools was unrelated to children's conflict with teachers. We discuss these findings in the context of policies that support students’ transitions when changing schools.