Sense of Belonging in School as a Protective Factor Against Drug Abuse Among Native American Urban Adolescents

This article presents the results of a study conducted with 243 Native American students who were part of a multi-ethnic sample of adolescents attending middle school in a large urban center in the Southwest region of the United States. Native adolescents who felt a stronger sense of belonging in their school were found to report a lower lifetime use of alcohol and cigarettes, lower cigarette and marijuana use in the previous month, lower frequency of current use of these substances, fewer substances ever used, and a later age of initiation into drug use than other Native students. Research implications are discussed in relationship to school environment, culturally-grounded prevention curricula, and school social work practice.     

Sense of Belonging in School as a Protective Factor Against Drug Abuse Among Native American Urban Adolescents

ABSTRACT

This article presents the results of a study conducted with 243 Native American students who were part of a multi-ethnic sample of adolescents attending middle school in a large urban center in the Southwest region of the United States. Native adolescents who felt a stronger sense of belonging in their school were found to report a lower lifetime use of alcohol and cigarettes, lower cigarette and marijuana use in the previous month, lower frequency of current use of these substances, fewer substances ever used, and a later age of initiation into drug use than other Native students. Research implications are discussed in relationship to school environment, culturally-grounded prevention curricula, and school social work practice.     

Adolescent Gambling on a Great Lakes Indian Reservation

SUMMARY

The gambling habits of adolescents and the relationship between gambling, other high-risk behaviors and self-esteem were investigated. One hundred eighty-five American Indian and non-Indian students in grades 7–12 in two schools (one tribal and one public) were surveyed on a Great Lakes Indian Reservation. The seventy-eight item survey replicated a previous study on another reservation. The instrument reported data by age, gender, school, ethnicity, socio-economic status, incidence of high-risk behaviors, self-esteem indicators, and incidence(s) of individual and family gambling. The results indicated statistically significant relationships between gambling habits, parental gambling, other high-risk behaviors, and self-esteem. These findings have implications for American Indian youth and their families, for tribal leaders making policy decisions, and for social workers who provide services to these communities.     

NCWWI Tribal Traineeship Programs: Promoting Diversity in the Child Welfare Workforce

Twelve universities and one American Indian (AI) tribal college were selected for the National Child Welfare Workforce Institute’s 5-year stipend traineeship program. These tribal traineeships were designed to provide social work child welfare education for tribal and nontribal students. Twenty-two AI students and 58 nontribal students completed a bachelor or master’s of social work degree. The students’ field placements were in tribal agencies or public agencies that served a segment of the AI population. These programs were enhanced through the use of valuable relationships (i.e., partnerships, mentorships, allies), and cultural competence was a key aspect of the students’ education. The students’ education was enriched with a specific child welfare curriculum, cultural teachings, tribal traineeship collaborations, and tribal community events.     

Voluntary After‐School Alcohol and Drug Programs for Middle School Youth: If You Build it Right,They Will Come

Few after‐school programs target alcohol and other drug (AOD) use because it is difficult to encourage a diverse group of youth to voluntarily attend. The current study describes CHOICE, a voluntary after‐school program which targeted AOD use among middle school students. Over 4,000 students across eight schools completed surveys and 15% participated in CHOICE. Analyses indicated that there were some differences between CHOICE participants and nonparticipants. For example, African American and multiethnic students were more likely to attend. Past month alcohol users were more likely to initially attend, and marijuana users were more likely to continue attendance. Thus, CHOICE reached students of different racial and ethnic groups and attracted higher risk youth who may not typically obtain prevention services.     

A Night to Remember: A Harm-Reduction Birthday Card Intervention Reduces High-Risk Drinking During 21st Birthday Celebrations

Objective: In collaboration with Residence Life, the Heads UP research team developed a 21st birthday card program to help reduce the risky drinking often associated with these celebrations.

Participants: 81 students (28 males, 53 females) completed a post-21st birthday survey. Of these, 74 reported drinking during their 21st birthday and were included in the analyses.

Methods: During the 2005-2006 school year, the authors assigned students celebrating 21st birthdays to either receive an alcohol risk-reduction birthday card or to a no-card condition. The students completed a survey after their birthday.

Results: Students who received the card consumed fewer drinks and reached lower blood alcohol content (BAC) levels on their birthday than did students who did not receive it. Female students who received the card consumed 40% fewer drinks and reached nearly 50% lower BAC levels than women who did not receive it.

Conclusion: This program is easily replicated, inexpensive, and may be used by universities to reduce risk related to celebratory alcohol consumption.     

SCHOOL SELECTION PREFERENCES OF PUBLIC AND PRIVATE UNIVERSITY MSW STUDENTS: A RETROSPECTIVE STUDY

A convenience sample of MSW students responded to an Internet-based survey (N=2,289) retrospectively reporting their reasons for enrolling in a specific social work graduate program. Reponses indicate that MSW students who enroll in private graduate programs are younger and reported reputation-related and employment-related reasons for specific school selection more often than students enrolled in public schools. Students enrolled in public schools reported location-related reasons as more important. Bifurcation of the applicant pool into private and public preference-groups presents a recruitment challenge. Other findings include that enrollment rates are substantially higher than previously anticipated, which suggests that most applicants to graduate social work programs are likely to be admitted if they apply to multiple programs.     

Acculturation Status and Substance Use Prevention with Mexican and Mexican-American Youth

SUMMARY

This study examined whether language preference, as an indicator of acculturation, moderated the effects of a culturally grounded substance use prevention intervention for Mexican and Mexican American middle school students (N = 2,146) in Phoenix, Arizona. The main hypothesis was that levels of program effectiveness would vary based on the language preference of the students and the specific culturally grounded version of the intervention they were assigned. Findings show that matching language preference to particular versions of the intervention did not influence substance use related program outcomes, but that overall program effects (intervention versus control) did vary by language preference. English-language dominant participants, the most at risk sub-group, responded more positively to the intervention, while Spanish dominant, who had low substance use rates at baseline, and bilingual participants did not demonstrate significant differences between the intervention and control groups. Implications for school social work prevention interventions and prevention science in general, are discussed.     

Special Needs Under Siege: From Classrooms to Incarceration

Several research articles have documented the disproportionate representation of minorities in school discipline and incarceration settings. In the 2009–2010 school year, research shows nationally 17 percent of African‐American, 8 percent of Native American, and 7 percent Latino American students were suspended at least one time (Losen and Gillespie 2012 ). In addition, studies show African‐American and Latino males represent the largest percentage of inmates in correctional facilities (i.e. jails and prisons) throughout the United States (Sakala 2014 ). While research has documented the relationship between race and the school‐to‐prison pipeline, the relationship between race, intellectual and emotional disabilities, and the school‐to‐prison pipeline has been relatively unexplored. According to Losen and Gillespie ( 2012 ), 25 percent of Black students who were labeled with an intellectual or emotional disability were suspended from school in the 2009–2010 school year compared to 9 percent for White students diagnosed with an intellectual or emotional disability. Furthermore, data show 70 percent of juvenile inmates were diagnosed with learning disabilities and 33 percent were reading below a 4th grade level (Hubner and Wolfson 2001 ). The current review seeks to explore the complex relationship between disability, race, and the school‐to‐prison pipeline to highlight how minority students with special needs are placed on a trajectory towards settings of incarceration.     

AFTER-SCHOOL PROGRAM EFFECTS ON BEHAVIOR: RESULTS FROM THE 21ST CENTURY COMMUNITY LEARNING CENTERS PROGRAM NATIONAL EVALUATION

This paper presents evidence on after-school programs' effects on behavior from the national evaluation of the U.S. Department of Education's 21st Century Community Learning Centers after-school program. Findings come from both of the study's components: (1) an elementary school component based on random assignment of 2,308 students in 12 school districts and (2) a middle school component based on a matched comparison design including 4,264 students in 32 districts. Key findings include higher levels of negative behavior for elementary students and some evidence of higher levels of negative behaviors for middle school students . ( JEL I21)     

Health outcomes of elementary school students in New Brunswick. The education perspective

With data from the New Brunswick School Climate Study (N = 6,883 students from 147 schools), this study examined individual differences in and school effects on health outcomes of students. Results of hierarchical linear modeling showed that females reported experiencing more physical health problems, eating less healthy food, and doing fewer exercises than males. Students of high socioeconomic status (SES) reported eating more healthy food and doing more exercises than students of low SES. Native students reported experiencing more physical health problems and eating less healthy food than nonnative students. Students of single parents reported eating more healthy food and exercising more than students of both parents. Schools showed effects on health outcomes over and above the effects of students. Students in schools with high SES and positive disciplinary climate reported fewer physical and mental health problems. Students in large schools reported less healthy food intake and fewer physical exercises.     

Reconnecting Youth: Promoting emotional competence and social support to improve academic achievement

Previous research indicates that students who drop out of high school are at risk for a number of negative outcomes. Both ecological and individual risk factors contribute to students' propensity for dropout. This study examined the effectiveness of a targeted dropout prevention program at improving academic achievement and investigated whether improved social support and emotional competencies partially mediated the association between intervention participation and student outcomes. A sample of 110 middle and high school students (55 intervention participants and 55 students in a matched control group) completed surveys investigating their social-emotional assets and schools provided academic data for participants. Structural equation modeling revealed that students who participated in the program had higher academic achievement compared to the control group. Prior levels of academic achievement moderated the effectiveness of the program with students with low initial levels of academic achievement benefiting more. Emotional competencies and social support did not mediate the relation between participation and achievement. The intervention was related to improved academic achievement among participants; however, the means by which it was effective was unclear. Given the evidence that the program was more effective for some students than others, targeting interventions to meet specific needs of students may be advantageous.     

Project HOPE: Evaluation of Health Science Career Education Programming for Rural Latino and European American Youth

Project HOPE comprises a health science career pipeline program based in social cognitive career theory. The program aims to promote health science career exploration for rural and Latino middle school students while simultaneously emphasizing the importance of achieving in math and science subjects. The authors conducted 2 studies to evaluate Project HOPE using baseline and follow‐up evaluation data. Results of Study 1 indicated that Project HOPE was associated with increases in math/science self‐efficacy for both Latino (n = 42) and European American (n = 31) students. Results of Study 2 indicated that Project HOPE was associated with higher health science career self‐efficacy beliefs for European American students (n = 22) and higher health science career interests for Latino students (n = 28). These results suggest that domain‐specific career interventions for middle school students that focus on jobs tied to the local economy may be a useful way to engage students in career exploration.     

'I've Seen Changes'

Abstract

This article examines the political efficacy and effectiveness of American Indian and Hispanic women leaders in New Mexico. Using qualitative data from personal interviews with 50 grassroots activists and public officials involved in state, local, and/or tribal politics, I address the following research questions: Do American Indian and Hispanic grassroots activists and public officials perceive themselves as politically efficacious? How do their perceptions of efficacy differ? How effective are these activists and officials at influencing public policy and politics in New Mexico? The findings indicate that there are greater similarities among grassroots activists and public officials, as well as among Native and Hispanic women leaders, than might be expected from readings of classic political science literature. More importantly, while the majority of the leaders feel personally efficacious, there is substantial evidence of their impact both at the organizational level and in the larger political arena of state, local, and tribal politics.     

An Evaluation of Simulations in Developmental Disabilities (SIDD): Instructional Software that Provides Practice in Behavioral Assessment and Treatment Decisions

ABSTRACT

Simulations in Developmental Disabilities (SIDD) is a multimedia computer program designed to provide undergraduate psychology students with practice in making assessment and treatment decisions. Eighteen undergraduate psychology students participated in an experiment to test the instructional effectiveness of SIDD. Post-test scores were significantly higher in the experimental group who received training with SIDD than in a control group who did not receive training. The students also rated the software positively. Future strategies to further evaluate the software are discussed.     

Early onset of drinking as a predictor of alcohol consumption and alcohol-related problems in college

A survey of 4,202 students enrolled in the State University System of Florida from 1986 to 1988 showed that 14 percent started drinking in elementary school, 34 percent started in middle school, 45 percent in high school, and 7 percent in college. A General Linear Models analysis of variance procedure showed that the time of first drink significantly predicted the quantity-frequency of alcohol consumption and the incidence of alcohol-related problems reported by students in college. Students who started to drink while in elementary and middle school reported significantly higher levels of consumption and problems than those who started drinking while in high school or college.     

Navigating the Transition to Multi‐Ethnic Urban High Schools: Changing Ethnic Congruence and Adolescents' School‐Related Affect

This short‐term longitudinal study investigated 918 students' school‐related affect across the transition to high school. The study focused specifically on the moderating effect of change in student ethnic congruence from middle to high school. Results indicate that students experiencing more ethnic incongruence from middle to high school, in particular African American and male students, reported declining feelings of school belonging over time. Moreover, students experiencing ethnic incongruence also had increasing worries about their academic success. These results suggest that the changing school demographics from middle school to high school may negatively impact students' school‐related affect, especially if they move to high schools which include fewer students who are ethnically similar to themselves.     

The Relationship between High School Sector and Educational Success: Focusing on the Social Background of Private High School Students

This study investigates the influence of high school sector on educational success in Japan. A range of previous research on disparities among high schools has revealed that high school rank (based on the academic ability of pupils, etc.) originated from the democratization of high school. However, given that the democratization of high school is supported by private high schools, high school sector may become a factor for high school ranking. The data used for the analysis are the 2005 National Survey of Social Stratification and Social Mobility (SSM) in Japan. The results indicate that students who enter private high schools have lower academic ability than students who enter public high schools. By contrast, private high school students have greater educational success than public high school students. Moreover, this study reveals that private high school students are generally from a higher social class than public high school students. Given that the use of entrance examinations for private junior high schools has been increasing since the 1990s, in the future, the effect of private schools on educational success may become stronger in not only high schools but also junior high schools. This study thus emphasizes the importance of paying greater attention to the relationship between educational success and the private and public school sectors.     

Say Yes First: follow up of a five-year rural drug prevention program

Say Yes First--To Rural Youth and Family Alcohol/Drug Prevention (SYF) was a 5-year, federally-funded U.S.D.H.H.S. Center for Substance Abuse Prevention (CSAP) project that involved 859 children in the class of the year 2000. The children in four rural school districts were followed from Grade 4 to Grade 8 from 1991 to 1996. Initial results in a previous publication showed significant lower drug usage in this cohort than comparison students. A follow-up of 120 SYF participants and 136 comparison students in high schools using the National Youth Survey (Follow Up Questionnaire) indicated lower usage of alcohol, tobacco and other drugs for the program students and lower lifetime prevalence of marijuana use for program vs. comparison students. SYF students had higher course grades, lower school absenteeism, more positive attitudes toward school, less trouble in school and less negative self-appraisal. Program students also reported greater participation in sports, more family communication and fewer disagreements or arguments with their parents.     

Community Resources and School Performance: The Northern Cheyenne Case

This research investigates the school performance of Indian students on the Northern Cheyenne reservation using both quantitative and qualitative data. Understanding influences on school performance is important since previous research established its impact on dropout behavior. Statistical analyses assess the relative effects of students' residence in reservation communities, the type of schools students attend (public. Catholic, or tribal), gender, family characteristics, and school experience variables. Findings reveal the importance of students' community residence for explaining performance levels at the two Indian schools, the tribally controlled and Catholic schools, and school experiences for understanding performance of the non-Indian public school students. Qualitative data on contextual factors for communities and schools help to explain how community characteristics such as population size, community access to the school, support for education, and traditional culture interact with the specific schools serving the community. This research suggests that contrary to conventional analyses of American Indian assimilation, the traditional culture, social resources, and interaction patterns of students' communities can have positive effects on students' schooling outcomes.