High school experiences and climate change beliefs of first year college students in the United States

2017 ◽  
Vol 25 (6) ◽  
pp. 925-935 ◽  
Author(s):  
Tripp Shealy ◽  
Leidy Klotz ◽  
Allison Godwin ◽  
Zahra Hazari ◽  
Geoff Potvin ◽  
...  
Keyword(s):  
Climate Change ◽  
United States ◽  
High School ◽  
The United States ◽  
School Experiences ◽  
First Year ◽  
First Year College ◽  
High School Experiences ◽  
First Year College Students ◽  
Change Beliefs

scholarly journals Potential differences between the political attitudes of people with same-sex parents and people with different-sex parents: An exploratory assessment of first-year college students

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0246929
Author(s):  
Andrew R. Flores ◽  
Maisy Morrison
Keyword(s):  
United States ◽  
College Students ◽  
The United States ◽  
The Political ◽  
First Year ◽  
Same Sex ◽  
Same Sex Couples ◽  
First Year College ◽  
First Year College Students ◽  
Same Sex Parents

Children were often near the center of public debates about legal marriage recognition for same-sex couples. Obergefell v. Hodges (2015), the case that resulted in legal same-sex marriage recognition, stressed the importance of these children as one of many factors compelling the opinion. Estimates indicated same-sex couples were raising 200,000 children in the United States. Children raised by same-sex couples may be politically socialized in distinct ways compared to children of different-sex couples because lesbians, gay men, and bisexuals tend to hold distinct and progressive political viewpoints on a wide variety of issues. What are the political attitudes of people with same-sex parents? In this exploratory study, we analyze a large, representative survey of first-year college students across the United States; we find few differences between people with same-sex and different-sex parents, and some of those differences may be attributable to households and respondent characteristics. When on the rare occasion a difference exists, we find that people with same-sex female parents are more progressive, but people with same-sex male parents are more conservative. Gender differences also emerged, with some distinctive patterns between males with same-sex parents and females with same-sex parents.

Postschool Outcomes of Youths with Deafblindness in the United States: Building Further Understandings for Future Practice

2019 ◽  
Vol 113 (3) ◽  
pp. 274-282
Author(s):  
Jerry G. Petroff ◽  
Nadya Pancsofar ◽  
Engy Shaaban
Keyword(s):  
United States ◽  
High School ◽  
General Education ◽  
Independent Living ◽  
Transition Planning ◽  
The United States ◽  
School Experiences ◽  
Postschool Outcomes ◽  
High School Experiences ◽  
Paid Employment

Introduction: This study examines the postschool outcomes for youths with deafblindness, aged 18–30 years, in the areas of independent living, employment, and friendships. Methods: Survey data were collected on 80 youths with deafblindness across the United States. Data addressed postschool outcomes, in addition to youths’ demographics and high school experiences. Results: The findings of this study suggest that very few youths were living independently or engaged in paid employment. Conversely, it was reported that the vast majority of youths had friends, and most youths had five or more friendships. Associations between the youths’ demographics, high school experiences, and postschool outcomes show that youths with higher skills in reading and problem-solving were more apt to have been educated in inclusive secondary education settings, had access to the general education curriculum, and to have experienced positive postschool outcomes. Transition planning for these youths was not significantly associated with their postschool outcomes. Discussion: These findings are consistent with trends in previous studies regarding postschool outcomes for youths with deafblindness. Future research is needed in formal transition planning and what additional factors may need to be better understood in providing opportunities in postschool life for youths with deafblindness. Implications for practice: Findings from this study suggest better inclusion efforts are needed for students with deafblindness in terms of associated opportunities and experiences that would prepare them for paid employment and independent living, along with social engagement and friendships.

Social media intensity and first-year college students’ academic self-efficacy in Flanders and the United States

2019 ◽  
Vol 68 (2) ◽  
pp. 115-137
Author(s):  
Jenna McNallie ◽  
Elisabeth Timmermans ◽  
Elizabeth Dorrance Hall ◽  
Jan Van den Bulck ◽  
Steven R. Wilson
Keyword(s):  
United States ◽  
College Students ◽  
Social Media ◽  
Self Efficacy ◽  
The United States ◽  
First Year ◽  
First Year College ◽  
First Year College Students ◽  
Academic Self Efficacy

Precollege Exposure to Racial/Ethnic Difference and First-Year College Students’ Racial Attitudes

2014 ◽  
Vol 116 (10) ◽  
pp. 1-20
Author(s):  
Nicholas A. Bowman ◽  
Dafina-Lazarus Stewart
Keyword(s):  
College Students ◽  
Racial Attitudes ◽  
Ethnic Difference ◽  
The United States ◽  
Equation Modeling ◽  
First Year ◽  
First Year College ◽  
Interracial Friendships ◽  
First Year College Students ◽  
Racial Ethnic

Background/Context Despite burgeoning racial and ethnic heterogeneity within the United States, many students grow up in racially homogeneous schools and neighborhoods. This lack of interracial interaction appears to play a substantial role in shaping students’ racial attitudes and world views upon entering college. Purpose/Objective/Research Question/Focus of Study The aim of the study was to examine the relationships among multiple forms of precollege exposure to racial/ethnic diversity and racial attitudes (e.g., perceptions of workplace discrimination) upon entering college. Research Design A quantitative survey examined attitudes, precollege environments, and other indicators among 3,924 entering first-year college students (with approximately equal numbers of Asian Americans, Blacks, Hispanics, and Whites) at 28 U.S. colleges and universities. Structural equation modeling analyses were conducted on the full sample as well as several racial/ethnic groups separately. Conclusions/Recommendations Findings indicated that exposure to racial/ethnic difference in students’ precollege neighborhoods and schools predict high school interracial friendships, which in turn predict their complex racial attitudes. The multigroup analyses further demonstrate that the relationships between interracial friendships and multiple racial attitudes are nonsignificant among White students, but significant for all other groups. These findings have implications for the promotion of meaningful curricular and cocurricular diversity interventions both before and during college.

From Literati to Digirati: The Experiences of College Freshmen

2021 ◽  
Vol 3 (8) ◽  
pp. 22-28
Author(s):  
Jennifer C. Lajera ◽  
Rex Argate ◽  
Delfin T. Cabañero ◽  
Rosella A. Villahermosa
Keyword(s):  
High School ◽  
Computer Literacy ◽  
Senior High School ◽  
First Year ◽  
First Year College ◽  
Job Opportunities ◽  
Interview Guide ◽  
First Year College Students ◽  
Microsoft Office ◽  
Enhanced Learning

The main intent of the study was to explore the experiences of first-year college students in their computer literacy subjects in their senior high school. Specifically, this study answered the following subproblems: the positive experiences of the informants in enhancing their academic performance through computers and the constraints they experienced in the implementation of the ICT curriculum during their senior high school.  This study employed a qualitative method of research with the aid of an interview guide to inquire about the students’ experiences in computers during their senior high school. Twenty informants were interviewed individually. The researcher utilized an interview guide and audiotaped with the informants' consent. Thematic analysis was utilized to interpret data and identify meaningful information and organize it into themes. Based on the findings, six themes emerged: Enhanced Learning in Microsoft Office Tools, Practical Application of Knowledge, Better Job Opportunities, Inadequate Number of Computers and Slow Internet Connectivity, Ineffective Teaching Strategies, and Unqualified Teachers.

Conclusion

2020 ◽  
pp. 223-226
Author(s):  
Dan Royles
Keyword(s):  
Climate Change ◽  
United States ◽  
Health Equity ◽  
Affordable Care Act ◽  
The United States ◽  
First Year ◽  
Communities Of Color ◽  
History Of ◽  
The Affordable Care Act ◽  
Hiv Aids

This chapter considers what it means to write the history of a crisis that has not yet ended, and briefly traces connections among the stories told in previous chapters. It connects these stories to the ongoing fight for health equity in the United States, including the author’s involvement in the fight to preserve the Affordable Care Act in the first year of Donald Trump’s presidency. Finally, it compares HIV/AIDS to climate change, as both are existential crises that will disproportionately affect poor communities of color.

scholarly journals Know Your Safe Drinking Skills: Adaptation Strategies for the College Effect

2022 ◽  
Vol 11 (1) ◽  
pp. 18
Author(s):  
Carolyn A. Lin ◽  
John L. Christensen ◽  
Anne Borsai Basaran
Keyword(s):  
College Students ◽  
The United States ◽  
First Year Experience ◽  
First Year ◽  
Alcohol Prevention ◽  
Post Intervention ◽  
College Life ◽  
First Year College ◽  
First Year College Students ◽  
Drinking Frequency

Objective: The current study investigates the effects of an alcohol-prevention program delivered to college students in a formal classroom setting. Participants: The sample comprised 231 first-year college students who enrolled in a multisection “First Year Experience” course at a large northeastern university in the United States. Method: A naturalistic experiment was conducted, with a baseline evaluation at the beginning of the semester and a post-experiment evaluation near the end of the semester. Results: Social drinking attitudes, proximal drinking norm and the college effect are significant predictors of pre- and post-intervention episodic drinking frequency. The intervention reduced episodic drinking frequency as well as perceived distal and proximal drinking norms. It also increased drinking attitudes and did not change perceived efficacy or drinking-outcome expectancies. Conclusions: Practitioners could consider implementing a similar intervention to allow students to learn and practice safe drinking skills in the first year of their college life.

scholarly journals Embracing me-time: Motivation for solitude during transition to college

2018 ◽  
Author(s):  
Thuy-vy Thi Nguyen ◽  
Kaitlyn M. Werner ◽  
Bart Soenens
Keyword(s):  
Autonomous Motivation ◽  
The United States ◽  
Transition To College ◽  
First Year ◽  
College Life ◽  
Time Points ◽  
First Year College ◽  
Social Belonging ◽  
First Year College Students

The present research examined the role of university students’ motivation for spending time alone in their adjustment to college life, as well as the parenting correlates of students’ healthy motivation for solitude. Two studies were conducted on first-year college students in the United States (n = 147) and Canada (n = 223). In Study 1, data was collected at three different time points, separated by two-week intervals. In Study 2, data was collected at two different time points, separated by a month. The results revealed that, for those who reported perceiving lower social belonging, approaching solitary time for autonomous reasons was linked to greater self-esteem (Study 1), and greater sense of relatedness to others and lower loneliness (Study 2). These findings suggest that endorsing a healthy motivation for solitude is not necessarily indicative of social ill-being. Additionally, students’ autonomous motivation for spending time alone was associated with having parents that are autonomy supportive and that promote a sense of independence.

Development and Evaluation of the Inventory of New College Student Adjustment

2018 ◽  
Vol 22 (3) ◽  
pp. 425-440 ◽  
Author(s):  
Joshua C. Watson ◽  
A. Stephen Lenz
Keyword(s):  
College Students ◽  
College Student ◽  
Convergent Validity ◽  
The United States ◽  
First Year ◽  
Student Adjustment ◽  
Confirmatory Factor Analyses ◽  
First Year College ◽  
College Student Adjustment ◽  
First Year College Students

The Inventory of New College Student Adjustment (INCA) was developed to assist college student personnel in assessing adjustment difficulties experienced by first-year college students. A sample of 474 first-year college students (282 women, 59%; 192 men, 41%) enrolled in a first-year seminar course at a medium-sized 4-year university in the central southern region of the United States completed the INCA. Exploratory and confirmatory factor analyses confirmed a two-factor scale explaining 47.17% of the variance in scores. Convergent validity analyses support the INCA as a sufficiently valid measure suitable for use as a brief screening tool in both research and practice settings.

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