The Intersection of Perceptions and Experiences of Bullying by Race and Ethnicity among Middle School Students in the United States

2015 ◽  
Vol 36 (10) ◽  
pp. 807-822 ◽  
Author(s):  
Nadine M. Connell ◽  
Sarah El Sayed ◽  
Jennifer M. Reingle Gonzalez ◽  
Natalie M. Schell-Busey
Keyword(s):  
United States ◽  
Middle School ◽  
Middle School Students ◽  
Race And Ethnicity ◽  
The United States ◽  
School Students

Unpacking Social Inequalities

2010 ◽  
pp. 55-79 ◽  
Author(s):  
Laurie A. Henry
Keyword(s):  
United States ◽  
Middle School ◽  
Technology Integration ◽  
Middle School Students ◽  
School Districts ◽  
New Literacies ◽  
Contextual Factors ◽  
The United States ◽  
The Internet ◽  
School Students

This chapter is based on a comparative, qualitative study that explored social equity issues related to technology integration among middle schools located in the United States of America. Differences between economically privileged and economically disadvantaged school districts were explored to determine if inequalities related to technology integration generally, and the development of multiliteracies specifically, exist. Participants included middle school students from grades 5 to 8, and teachers and administrators from nine schools located in four different school districts. Data included transcripts from interviews and focus groups, observational field notes, and various school artifacts collected from the research sites. Using these data, an exploration of the contextual factors that might influence the inclusion of instruction for new literacies directly related to literacy activities on the Internet was conducted. The results suggest that a disparity does exist along economic lines and several contextual factors were identified that may impede the development of the new literacies including the use of the Internet as an information resource among middle school students in the United States.

scholarly journals The Voces Project: Investigating How Latino/a Immigrant Children Make Sense of Engaging in School and School Mathematics

2013 ◽  
Vol 15 (2) ◽  
Author(s):  
John C. Knudson-Martin
Keyword(s):  
United States ◽  
Middle School ◽  
Middle School Students ◽  
Social Environment ◽  
The United States ◽  
Immigrant Children ◽  
School Mathematics ◽  
Institutional Factors ◽  
Mexican Immigrant ◽  
School Students

This study investigates how a group of Mexican immigrant children in the United States made sense of engaging in school and school mathematics.  The research focused on a population of Latino/a middle school students who were a distinct minority, building a model that shows how a complex set of cognitive, sociocultural, and institutional factors mediated these students’ engagement and success in school.  The results of this research will help educators understand the complex social environment that faces immigrant children and impacts their performance and engagement in school and school mathematics.

scholarly journals The United States Pledge of Allegiance Ceremony

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401770152
Author(s):  
Leisa A. Martin ◽  
Glenn P. Lauzon ◽  
Matthew J. Benus ◽  
Pete Livas
Keyword(s):  
United States ◽  
High School ◽  
Middle School ◽  
Native American ◽  
High School Students ◽  
Middle School Students ◽  
The United States ◽  
School Students ◽  
European Americans ◽  
Loyalty Oath

The study evaluated 60 middle school students and 191 high school students on their willingness to recite or not recite the Pledge and their rationale. Overall, 60% of the middle school students and 68.6% of the high school students chose not to recite the loyalty oath. For the European Americans students, the most common rationale among the middle school students for reciting the Pledge was tradition; with the high school students, the most common reason for not reciting the Pledge was the voluntary nature of the Pledge ceremony. With the middle school and high school Akwesasne Mohawk students, the most common reasons for not reciting the Pledge were the voluntary nature of the Pledge ceremony and their Akwesasne Mohawk/Native American status. With their strong rejection of Pledge recitation, the Akwesasne Mohawk tribe has perpetuated a stronger socialization of their youth. However, the act of reciting the Pledge represents just one form of patriotism.

scholarly journals Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students

2020 ◽  
Vol 10 (4) ◽  
pp. 957-966 ◽  
Author(s):  
Diana M. Doumas ◽  
Aida Midgett
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Internalizing Symptoms ◽  
Somatic Symptoms ◽  
The United States ◽  
School Bullying ◽  
School Students ◽  
Cross Sectional ◽  
Cyberbullying Victimization ◽  
The Impact

Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.

scholarly journals Listening to Their Voices: Middle Schoolers’ Perspectives of Life in Middle School

2015 ◽  
Author(s):  
Mary Anne Steinberg ◽  
Erica McCray
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Use ◽  
The United States ◽  
School Students ◽  
Caring Teachers ◽  
Middle Schoolers ◽  
Basic Qualitative Study ◽  
School Learning ◽  
Real World Problems

This article examines middle schoolers’ perspectives on their lives in middle school. Fifteen middle school students from three middle schools in the Southeast region of the United States participated in a basic qualitative study using focus groups at their schools where they were asked the central question, “If you could change one thing at your middle school, what would it be?” Findings show that students’ desire caring teachers, students want active classrooms, and students’ technology use impacts attitudes towards learning. Implications are that middle-school learning can increase relevance by teachers demonstrating care for students as individuals; structuring opportunities for students to interact with them and each other around real-world problems; and incorporating technology into learning in ways adolescents already use it.

scholarly journals Development of an Online Graph-Oriented Collaborative Argumentation Tool for Middle School Students: A Faculty Expert's Perspective

2018 ◽  
Vol 9 (1) ◽  
pp. 171-178
Author(s):  
Pi-Sui Hsu ◽  
Silvia Ginting ◽  
Margot Van Dyke
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Development Process ◽  
The United States ◽  
Professional Staff ◽  
School Students ◽  
Usability Tests ◽  
Digital Convergence ◽  
Collaborative Argumentation ◽  
Student Team

The objective of this design case was to describe the development of an online graph-oriented tool to support the representation of collaborative argumentation for middle school students from a faculty expert’s perspective and discuss the processes that were instrumental in developing the tool. Supported by the professional staff in the Digital Convergence Lab (DCL) at Northern Illinois University, a student team was involved in the development process of such a tool. Based on the design document from the design team, the development team developed a prototype and the faculty expert conducted a series of usability tests with 119 middle school students in the United States. Overall, the results of the usability testing suggested that the prototype is targeted at supporting the representation of scientific argumentation. The student participants also provided suggestions for further improvement of the prototype.

scholarly journals General Attitudes of Middle School Students Towards Physical Education

2012 ◽  
Vol 18 (2) ◽  
pp. 24-32
Author(s):  
David BARNEY ◽  
Robert Christenson
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
The United States ◽  
Physical Education Class ◽  
School Students ◽  
Education Class ◽  
Positive Attitudes ◽  
School Day ◽  
Students Attitudes

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Attitudes are formed by beliefs and experiences a person has had in their life (Silverman & Subramanian, 1999). This principle applies to middle school students’ attitudes in physical education. The purpose of this study was to determine middle school students’ attitudes towards physical education. For this study 227 middle school students in the Midwest of the United States were surveyed, then 28 students were interviewed regarding the attitudes towards physical education. It was found that middle school students tend to have positive attitudes towards physical education more specifically, the student felt that physical education is important their education and that the activities they participate in are fun and the physical education class is an important aspect of a students’ school day. 態度是由個人生活的信念和經驗所形成的(Silverman和Subramanian, 1999)。這一原則適用於初中學生的對體育課的態度。本研究的目的是要確定中學生對體育課的態度。本研究有227名中學生參與，在美國中西部地區進行調查，然後28名學生再進行面訪對體育的態度。結果發現，中學生往往對體育課有積極的態度，學生認為體育是重要的教育，參加活動感覺很有趣，體育課是學生的一個重要學習天。

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