Integrating a personal and social responsibility program into a Wellness course for urban high school students: assessing implementation and educational outcomes

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

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The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

Journal of LGBT Youth ◽

10.1080/19361653.2014.840761 ◽

2014 ◽

Vol 11 (1) ◽

pp. 1-19 ◽

Cited By ~ 40

Author(s):

Steven R. Aragon ◽

V. Paul Poteat ◽

Dorothy L. Espelage ◽

Brian W. Koenig

Keyword(s):

High School ◽

High School Students ◽

Peer Victimization ◽

Educational Outcomes ◽

School Students

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Living class in a ‘meritocratic’ Australia: The burdens of class and choice on young people’s end-of-school transitions

Journal of Sociology ◽

10.1177/1440783317726374 ◽

2017 ◽

Vol 54 (3) ◽

pp. 396-411 ◽

Cited By ~ 1

Author(s):

Felix Donovan

Keyword(s):

High School ◽

Decision Making ◽

High School Students ◽

Young People ◽

Educational Outcomes ◽

Mixed Methods Research ◽

School Transitions ◽

School Students ◽

Australian Education

In the Australian education system, there are substantial class inequalities in educational outcomes and transitions. These inequalities persist despite increased choice and individual opportunity for young people. This article explores high school students’ experiences of class in a social context they largely believe to be a meritocracy. Specifically, it asks: how does class shape young people’s thinking and decision-making about their post-school futures? I use Bourdieu’s ‘habitus’ as a frame to understand the role of class in young people’s lives, stressing its generative and heterogeneous aspects. Drawing on qualitative-led mixed methods research, this article argues that young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context. However, risk and security, opportunities and constraints, are not distributed equally in a class-stratified society. Young people from working-class backgrounds more commonly imagine insecure, uncertain futures.

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Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings

Journal of Teaching in Physical Education ◽

10.1123/jtpe.25.2.226 ◽

2006 ◽

Vol 25 (2) ◽

pp. 226-239 ◽

Cited By ~ 10

Author(s):

Jianmin Guan ◽

Ron E. McBride ◽

Ping Xiang

Keyword(s):

High School ◽

Factor Analysis ◽

High School Students ◽

Physical Education ◽

Social Responsibility ◽

Social Relationship ◽

Social Goal ◽

School Students ◽

School Settings ◽

The Social

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.

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