Transitory Voices: The Journey From Urban High Schools to an Early College Academy Program

2019 ◽  
pp. 004208591987369 ◽  
Author(s):  
Loyce Caruthers ◽  
Bradley Poos ◽  
Jennifer Friend

A mixed-methods approach of sequential explanatory strategy was used to explore experiences of 37 students related to an Early College Academy (ECA) program and their high schools. Data consisted of mixed survey with scaled and open-ended questions followed by in-depth interviews with 12 students. Findings suggested students benefited from the meritocracy of the ECA program leaving many of their peers behind. Several expressed concerns about chaotic high school environments and neoliberal practices of didactic teaching in both settings. The challenge is to provide access to college for more students and transform neoliberal practices at all levels of schooling.

Author(s):  
Tolani A. Britton ◽  
Millie O. Symns ◽  
Vanessa Paul

The Early College Initiative (ECI) high schools in New York City provide opportunities to take college-credit courses up to the equivalent of an associate’s degree while in high school. In this study, we measure the association between attending an ECI high school and college persistence. Our sample is the 3,271 students who graduated from New York City public high schools in the ECI network between Fall 2006 and Fall 2013 and enrolled in college. We use survival analysis to measure the relationship between demographic, academic, and behavioral risk factors and persistence of ECI graduates. We find that Black and Latinx students are as likely as White students to persist, when both high school achievement and behavioral factors, such as attendance, are taken into account. Differences in persistence do exist by gender with young women more likely to persist when compared with young men. This study provides empirical evidence that attending early college high schools has the potential to narrow racial and ethnic gaps in postsecondary outcomes.


2019 ◽  
Vol 83 (5) ◽  
pp. 36-56 ◽  
Author(s):  
Caleb Warren ◽  
Rajeev Batra ◽  
Sandra Maria Correia Loureiro ◽  
Richard P. Bagozzi

Marketers strive to create cool brands, but the literature does not offer a blueprint for what “brand coolness” means or what features characterize cool brands. This research uses a mixed-methods approach to conceptualize brand coolness and identify a set of characteristics typically associated with cool brands. Focus groups, depth interviews, and an essay study indicate that cool brands are perceived to be extraordinary, aesthetically appealing, energetic, high status, rebellious, original, authentic, subcultural, iconic, and popular. In nine quantitative studies (surveys and experiments), the authors develop scale items to reliably measure the component characteristics of brand coolness; show that brand coolness influences important outcome variables, including consumers’ attitudes toward, satisfaction with, intentions to talk about, and willingness to pay for the brand; and demonstrate how cool brands change over time. At first, most brands become cool to a small niche, at which point they are perceived to be more subcultural, rebellious, authentic, and original. Over time, some cool brands become adopted by the masses, at which point they are perceived to be more popular and iconic.


2020 ◽  
Vol 90 (2) ◽  
pp. 269-281
Author(s):  
NANCY ACEVEDO ◽  
CITLALLI BEJARANO ◽  
NATALIE IBARRA COLLAZO

Guided by the concept of nepantleras and critical race nepantlera methodology, Nancy Acevedo presents the testimonios of Citlalli Bejarano and Natalie Ibarra Collazo, two Chicana students who attend urban high schools. Citlalli and Natalie share various forms of inclusion and exclusion that they experience as Chicanas attending private and public high schools in California. The article highlights a need for schooling experiences that acknowledge the intersectional identities of Chicana students, foster critical consciousness, and provide the opportunity for students to contribute to their education and the world.


Journalism ◽  
2019 ◽  
Vol 21 (3) ◽  
pp. 381-398 ◽  
Author(s):  
Edson C Tandoc ◽  
Darren Lim ◽  
Rich Ling

This exploratory study seeks to understand the diffusion of disinformation by examining how social media users respond to fake news and why. Using a mixed-methods approach in an explanatory-sequential design, this study combines results from a national survey involving 2501 respondents with a series of in-depth interviews with 20 participants from the small but economically and technologically advanced nation of Singapore. This study finds that most social media users in Singapore just ignore the fake news posts they come across on social media. They would only offer corrections when the issue is strongly relevant to them and to people with whom they share a strong and close interpersonal relationship.


2020 ◽  
Vol 31 (2) ◽  
pp. 18-32
Author(s):  
Isabelle Cherney ◽  
Laura Douglas ◽  
Ellen Fischer ◽  
Russell Olwell

Urban and Metropolitan Colleges and Universities often serve a population that can benefit from an early college strategy. Colleges serving first-generation and low-income students often have lower retention and graduation rates than their peer institutions, as students from large urban public high schools can struggle to navigate the college classrooms and support system. While students may have achieved respectable GPAs and test scores in their high school buildings, they can fail to translate these skills at the college level, finding themselves on academic probation or worse. As researcher Anthony Jack has described in his landmark study, The Privileged Poor, students coming from large, urban districts are doubly disadvantaged by their experiences in schools; the skills that have allowed these students to get through their high schools are counterproductive at the college level (Jack, 2019).             Using an evidence-based approach, programs being launched now by colleges and universities focus on the core missions of early college and dual enrollment programs, connecting youth less likely to attend college directly out of high school with powerful programming that propels them towards successful completion of degrees and to the start of their career. This article presents perspectives from a range of institutions (high school, two-year institutions, four-year institutions, and philanthropic investors) that are rethinking these models to maximize community impact and affordability to students and families.


2020 ◽  
Vol 8 (1) ◽  
pp. 57-67 ◽  
Author(s):  
Trond Idås ◽  
Kristin Skare Orgeret ◽  
Klas Backholm

This article, through conducting a study of the sexual harassment (SH) of media workers, investigates the extent and types of SH experienced by the editorial staff of Norwegian newsrooms at the time the #MeToo campaign arrived in Norway, and what effects such experiences have on journalists’ professional lives. We are also interested in what Norwegian media houses are doing to address these challenges. The leading research question consists of three interrelated parts: To what extent are journalists exposed to SH? What coping strategies do they use? How can newsrooms be better prepared to fight SH, from the perspective of the safety of journalists? A mixed methods approach, which combines findings from a quantitative questionnaire with qualitative in-depth interviews, was used to answer these questions. The findings show that female, young, and temporary media workers are significantly more frequently targeted than others and that those who had experienced SH handled the situation using avoiding strategies to a significantly greater extent than those who had only been exposed to unwanted attention experiences. The findings feed into a discussion of what strategies media houses can use to be better prepared in the fight against SH.


2021 ◽  
pp. 074355842110432
Author(s):  
Catarina Cederved ◽  
Stinne Glasdam ◽  
Sigrid Stjernswärd

The objective of this study is to explore the inclusiveness of lesbian, gay, bisexual, transgender, and queer (LGBTQ) adolescents in junior high school from the perspective of LGBTQ adolescents in Sweden. Semi-structured in-depth interviews were conducted with 10 GBTQ adolescents, aged 16 to 19. The study was approved by the Swedish Ethical Review Authority (Dnr: 2019-03816). A Braun and Clark inspired thematic analysis was performed through a theoretical lens inspired by Berger and Luckmann. The analysis resulted in three themes: (a) a navigator among peers as friends and bullies, (b) adults in school supported inclusion in and exclusion from the group of peers, and (c) non-heterosexuality and non-binary gender understanding as teaching projects in junior high school. In summary the LGBTQ adolescents face multiple challenges related to identity development in hetero- and cisnormative school environments, including adults and peers and their (re)actions. Inclusive and exclusive strategies exercised by the self, adults, and peers affect adolescents’ experiences of their school time. Initiatives to increase awareness and knowledge about the LGBTQ subject in school can lead to enhanced inclusion, but also to an enhanced sense of not belonging. Inclusive initiatives can contribute to enhanced inclusion or its opposite, motivating further research into LGBTQ adolescents’ experiences of junior high school from a relational perspective.


2020 ◽  
Author(s):  
Rebekah Jones

BACKGROUND Florida school case data provides an opportunity to examine the extent to which COVID-19 has been detected and reported in schools through reporting of cases by day, by school level, by location, for both students and staff. Student enrollment across Florida’s 67 districts totals more than 2.67 million, with five of the ten most populated districts in the country within Florida’s public-school system. Schools in Florida’s mix of urban, suburban and rural districts, in addition to the variety of policies ranging from availability of virtual instruction to mandatory-mask mandates, make it an ideal case study for examining larger trends in COVID-19’s prevalence in American schools. This data could help inform decisions makers evaluating mitigation strategies and access to virtual learning, as well as build upon current knowledge of COVID-19 in American society. OBJECTIVE Florida schools began reopening to in-person instruction in August have reported more than 18,000 student and staff cases of COVID-19 as of November 14, 2020. Incidence of COVID-19 cases in K-12 students and staff is of urgent public health concern. METHODS During August 10 – November 14, 2020, laboratory-confirmed cases of COVID-19 in 10,088 students and 4,507 staff in K-12 schools were confirmed by either the Florida Department of Health, or directly from the 43 independently-reporting school districts in the state. School case data, collected daily, and school enrollment data for both in-person (including hybrid) and virtual learning were obtained by public records request to each of Florida’s 67 districts for each week of the study period. Data regarding mask policies were obtained either from each district’s reopening plan, or from public records request. No assessment of school case data or rates with consideration of age groups and mask policies at this scale or with this level of granularity were discovered after an exhaustive search. The Centers for Disease Control (CDC) provides guidance for safely reopening schools, based primarily on the rate of community spread within a given district or county. County COVID-19 case rates were calculated based on new cases over a 14-day period at a rate per 1,000 people based on data reported by the Florida Department of Health. RESULTS During August 10 – November 14, 2020, the state-wide incidence rate (cases per 1,000 students enrolled in face-to-face or hybrid instruction) in Florida high school students (12.5) was 70% higher than younger cohorts (7.4). School data by grade level (e.g. elementary, middle, high) shows trends consistent with earlier findings by the CDC regarding case rates between younger and older adolescents. Staff rates are higher than student rates in all school environments except high schools. The proportion of student to staff cases in Florida schools was closest in the elementary setting (60% students – 40% staff) compared to the high school setting (82% students – 18% staff). CONCLUSIONS Case incidence varies significantly between school grade levels and between students and staff. Staff rates are higher than student rates in all school environments except high schools, and staff benefit most by mandatory-mask mandates. The rate of cases within schools is highly correlated with cases within a community, more than the size of the district by total enrollment. Percent enrollment in face-to-face instruction is a secondary influencer of case incidence rates in schools. In areas with higher pediatric community case rates compared to school case rates, districts may be under-reporting school case totals for students, or “disqualifying” student cases based on when a student tested and whether the case could be directly linked to the school environment. More research is needed to further understand the wealth of data available regarding COVID-19 incidence in Florida, and to develop proper mitigation strategies to confront this unprecedented challenge. CLINICALTRIAL N/A


2019 ◽  
Vol 31 (1) ◽  
pp. 14-34
Author(s):  
Tempestt R. Adams ◽  
Brian K. Williams ◽  
Chance W. Lewis

Early college high schools are small schools designed to increase college and career readiness for groups underrepresented in higher education. While some research has focused on student experiences in the early college environment, few have specifically examined the perceptions of Black male students. The purpose of this study was to examine the perceptions of Black males in an early college high school. Using a qualitative case study design, data were collected using focus groups and individual interviews. Emergent themes included students’ descriptions of their learning environment and the benefits and challenges they experienced. The results of this study provide further insight into early college high schools and how they serve their targeted population.


2017 ◽  
Vol 3 (2) ◽  
pp. 205630511771569 ◽  
Author(s):  
Cathlin V. Clark-Gordon ◽  
Kimberly E. Workman ◽  
Darren L. Linvill

This study, employing an exploratory mixed-methods approach, explores college students’ use of Yik Yak, a pseudo-anonymous social media platform that allows users to post short messages and engage primarily with other nearby users. Study 1 qualitatively examined student uses and perceptions of the app through 12 in-depth interviews with Yik Yak users. Study 2 conducted a content analysis of yaks ( N = 3,905) from 24 colleges and universities to gain a better understanding of the content that students post and engage with inside the app. The combination of qualitative and quantitative findings offers insight into the complex phenomena of Yik Yak in a university setting. Limitations and future directions of research are discussed.


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