The influence of the frequency of watching reality-based television shows on Filipino high school students' perception of social relationships and gender roles

This article draws on qualitative data of U.S. high school students considering their place in the adult world; the purpose is to investigate Jeffrey Arnett’s (2000) concept of “emerging adulthood” as a new stage of life course. Drawing on interviews and observational data collected around the time when Arnett’s notion of emerging adulthood started to take hold, I use intersectional interpretive lens in order to highlight how race and gender construct emerging adulthood as high school students move out of adolescence. I consider Arnett’s thesis twofold. First, when emerging adulthood is examined intersectionally, young people reveal that – rather than being distinct periods that can simply be prolonged, delayed, or even reached – life stages are fluid and constantly in flux. Second, since efforts to mitigate against uncertain futures characterizes the Millennial generation, I argue that the process of guarding against uncertainty reorders, questions or reconfigures the characteristics and stages that conventionally serve as markers of life course. I conclude that the identity exploration, indecision, and insecurity associated with emerging adulthood can also be understood as related to how the youth reveal and reshape the life course intersectionally.

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Prevalence of and Gender Differences in Weight, Body, and Eating Related Perceptions among Lebanese High School Students: Implications for School Counseling

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2014.12.354 ◽

2014 ◽

Vol 159 ◽

pp. 184-191 ◽

Cited By ~ 2

Author(s):

Mohamad B. Sukariyah ◽

Rihab A. Sidani

Keyword(s):

High School ◽

Gender Differences ◽

High School Students ◽

School Counseling ◽

School Students ◽

And Gender

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Equity in high school computer science: Beyond access

Policy Futures in Education ◽

10.1177/14782103211063002 ◽

2021 ◽

pp. 147821032110630

Author(s):

Paul Bruno ◽

Colleen M Lewis

Keyword(s):

High School ◽

Native American ◽

High School Students ◽

Computer Science ◽

Female Students ◽

Racial Groups ◽

School Students ◽

Level Data ◽

And Gender ◽

K 12

Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.

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BULLYING BEHAVIOUR AMONG HIGH SCHOOL STUDENTS: ANALYSIS OF PREVALENCE AND GENDER DIFFERENCES

ICERI2016 Proceedings ◽

10.21125/iceri.2016.1107 ◽

2016 ◽

Author(s):

Olujide Adekeye ◽

Amoa Alao ◽

Olufunke Chenube ◽

Sussan Adeusi ◽

Ben Agoha ◽

...

Keyword(s):

High School ◽

Gender Differences ◽

High School Students ◽

School Students ◽

And Gender

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Exploring the Intersections of Disability, Race, and Gender on Student Outcomes in High School

Remedial and Special Education ◽

10.1177/0741932520941201 ◽

2020 ◽

pp. 074193252094120

Author(s):

Anjali J. Forber-Pratt ◽

Gabriel J. Merrin ◽

Dorothy L. Espelage

Keyword(s):

High School ◽

High School Students ◽

Sexual Orientation ◽

Suicidal Ideation ◽

Peer Victimization ◽

School Connectedness ◽

Self Report ◽

School Students ◽

Race And Gender ◽

And Gender

This study explored the intersections of disability, race, sexual orientation, and gender on peer victimization, suicidal ideation, and school connectedness. Participants were 11,353 high school students aged 14 to 18 years ( MD =15.88, SD = 1.20). Of these individuals, 1,640 students self-identified as either having an Individualized Education Program (IEP) or as having a disability. Students completed online self-report measures. Results indicated that having a disability or identifying as lesbian, gay, bisexual, or questioning (LGBQ) was associated with higher odds of suicidal ideation, higher levels of peer victimization, and lower levels of school connectedness across several racial categories. Moderation analyses examined the intersection of various identities. Findings indicate that differences exist among the intersection of disability, race, sexual orientation, and gender identities in relation to the outcomes of interest.

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