scholarly journals “Where will I belong more?”: The role of belonging comparisons between STEM fields in high school girls’ STEM interest

2021 ◽  
Vol 24 (5) ◽  
pp. 1363-1387
Author(s):  
Jenny Veldman ◽  
Colette Van Laar ◽  
Dustin B. Thoman ◽  
Carolien Van Soom
Keyword(s):  
High School ◽  
Stem Fields ◽  
High School Girls ◽  
School Girls ◽  
Stem Interest

Budner's Intolerance of Ambiguity: A Note concerning Intelligence

1978 ◽  
Vol 43 (2) ◽  
pp. 624-626 ◽  
Author(s):  
D. Raphael ◽  
S. Moss ◽  
W. Cross
Keyword(s):  
High School ◽  
Strong Component ◽  
Conceptual Clarification ◽  
High School Girls ◽  
School Girls ◽  
Behavioral Phenomena ◽  
Intolerance Of Ambiguity

Budner's measure of intolerance of ambiguity has been applied as an explanatory device for a wide variety of behavioral phenomena. Data from 100 high school girls, given several scales, indicate a strong component of ability in the scores. The role of intelligence in studies of intolerance of ambiguity has been neglected; conceptual clarification of the issue appears warranted.

„Kulturowe DNA” – w czasach pandemii

2021 ◽  
Vol 12 (330) ◽  
pp. 5-18
Author(s):  
Maria Kwiatkowska-Ratajczak
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Popular Art ◽  
High School Girls ◽  
School Girls ◽  
Cultural Code ◽  
Written Assignments ◽  
School Activity

This outline is dedicated to the reconstruction of an individual cultural code of high school students, who, due to the 2020 lockdown, were forced to self-isolate from peers and limit their school activity to online contacts. Based on the analysis of students’ written assignments, the author discusses what builds their identity and impacts the outlook on the world, as well as reconstructs youth’s beliefs regarding the role of old and contemporary, elitist and popular art. The study indicates the spheres of life important to young people, documents their understanding of how being apart, they can still demonstrate care of others, and emphasises the significance of students’ independence and benefits arising from recognition of their empowerment. The statements of high school girls and boys quoted by the researcher inspire further reflections on both the objectives of humanities education and the means of their implementation. 

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