Overcoming Stereotypes to “Master Our Dreams”: The Salience of Ethnic Climate and Racial Diversity Among Students of Color in Middle School

2019 ◽  
Vol 40 (8) ◽  
pp. 1029-1060
Author(s):  
Tina M. Durand
Keyword(s):  
Students Of Color ◽  
School Environment ◽  
School Context ◽  
Racial Diversity ◽  
Racial Climate ◽  
Urban Middle Schools ◽  
Adolescent Students ◽  
Diverse Student ◽  
Salient Dimension ◽  
Sociopolitical Climate

Ethnic-racial climate is a salient dimension of school context, especially amid the current sociopolitical climate. This study examined perceptions of school ethnic-racial climate among adolescent students of color, and the significance they place on being part of a diverse student population, in two urban middle schools, using interviews and focus groups. Qualitative analyses revealed that students’ perceptions were contradictory. Students characterized their school interactions in meritocratic terms, where opportunities were grounded in equality and individual effort. However, their reports of racialized treatment were frequent, whereby ethnically segregated peer groups and the presence of stereotypes were prominent. Despite this, students articulated the benefits of school diversity, most notably, because it supported them in “mastering their dreams.” Findings suggest that early adolescents are challenged with navigating the racialized context of the school environment. As such, schools must interrogate the promotion of colorblindness, in favor of practices that are more culturally affirming.

scholarly journals Educação em saúde sexual e reprodutiva do adolescente escolar

2020 ◽  
Vol 14 ◽  
Author(s):  
Maurilo De Sousa Franco ◽  
Maryanna Tallyta Silva Barreto ◽  
José Willian De Carvalho ◽  
Pallysson Paulo Da Silva ◽  
William Caracas Moreiras ◽  
...  
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
School Environment ◽  
School Health ◽  
Sexual And Reproductive Health ◽  
School Context ◽  
Family Health ◽  
Educational Interventions ◽  
School Level ◽  
Adolescent Students

Objetivo: relatar a experiência de estudantes do Curso de Enfermagem na implementação de intervenções educacionais para a promoção da saúde sexual e reprodutiva do adolescente escolar. Método: trata-se de um estudo descritivo, tipo relato de experiência, desenvolvida a partir das seguintes etapas: 1) Capacitação discente; 2) Apresentação do Projeto de Pesquisa; 3) Diagnóstico situacional no contexto escolar; 4) Seleção das temáticas; 5) Planejamento de estratégias e abordagens e 6) Execução e avaliação. As informações foram discutidas em concordância com a literatura. Resultados: notou-se a carência no conhecimento dos adolescentes escolares acerca da temática da saúde sexual e reprodutiva, entretanto, a intervenção no ambiente escolar mostrou ser um ambiente promissor para o processo de educação em saúde realizado, sobretudo, pelo enfermeiro no âmbito da Estratégia Saúde da Família com outros profissionais da saúde e da educação. Conclusão: enfatiza-se a necessidade de atividades no âmbito escolar a fim de promover o conhecimento e adoção hábitos e práticas saudáveis que impactem e assegurem aos estudantes riscos mínimos de injúrias à saúde sexual e reprodutiva. Descritores: Educação em Saúde; Promoção da Saúde; Serviços de Saúde Escolar; Saúde Sexual e Reprodutiva; Saúde do Adolescente; Enfermagem.AbstractObjective: to report the experience of Nursing Course students, in the implementation of educational interventions for the promotion of the sexual and reproductive health of adolescent students. Method: it is a descriptive study, of related experience type, developed from the following steps: 1) Student training; 2) Presentation of the Research Project; 3) Situational diagnosis in the school context; 4) Selection of themes; 5) Planning strategies and approaches and 6) Execution and evaluation. The information was discussed in accordance with the literature. Results: there was a lack of knowledge among adolescent students about the theme of sexual and reproductive health, however, the intervention in the school environment proved to be a promising environment for the health education process carried out, above all, by nurses within the scope of the Strategy Family Health with other health and education professionals. Conclusion: the need for activities at the school level is emphasized to promote knowledge and adoption of healthy habits and practices that impact and ensure students the minimum risk of injury to sexual and reproductive health. Descriptors: Health Education; Health Promotion; School Health Services; Sexual and Reproductive Health; Adolescent Health; Nursing. ResumenObjetivo: reportar la experiencia de los estudiantes del Curso de Enfermería en la implementación de intervenciones educativas para la promoción de la salud sexual y reproductiva del adolescente escolar. Método: es un estudio descriptivo, tipo de informe de experiencia, desarrollado a partir de los siguientes pasos: 1) Capacitación de estudiantes; 2) Presentación del Proyecto de Investigación; 3) Diagnóstico situacional en el contexto escolar; 4) Selección de temas; 5) Planificación de estrategias y enfoques 6) Ejecución y evaluación. Las informaciones fueron discutidas de acuerdo con la literatura. Resultados: hubo una falta de conocimiento entre los adolescentes escolares sobre el tema de la salud sexual y reproductiva, sin embargo, la intervención en el entorno escolar demostró ser un entorno prometedor para el proceso de educación sanitaria llevado a cabo, sobre todo, por el enfermero dentro del alcance de la Estrategia Salud Familiar con otros profesionales de la salud y la educación. Conclusión: se enfatiza la necesidad de actividades a nivel escolar para promover el conocimiento y la adopción de hábitos y prácticas saludables que impactan y aseguran a los estudiantes el riesgo mínimo de lesiones a la salud sexual y reproductiva. Descriptores: Educación en Salud; Promoción de la Salud; Servicios de Salud Escolar; Salud Sexual y Reproductiva; Salud del Adolescente; Enfermería.

scholarly journals Literature Focus Units as a Means of Exploring the Refugee Experience

2017 ◽  
Vol 6 (2) ◽  
pp. 13 ◽  
Author(s):  
Sang Hwang ◽  
Betty Coneway
Keyword(s):  
School Environment ◽  
Cross Cultural ◽  
Student Groups ◽  
New School ◽  
Cross Cultural Communication ◽  
Diverse Student ◽  
Refugee Literature ◽  
Refugee Experience ◽  
Insight Into ◽  
A Current

<p>Changes in the nation’s demographics, a current focus on immigration, and the world’s refugee crisis require educators to explore positive ways to assist students and families in transition. This article suggests using refugee literature to help ease children into the new school environment. Books associated with the refugee theme are organized using the literature focus unit framework. Four specific children’s literature titles are highlighted within the piece; however, the suggested books and activities are provided as a model to assist teachers in gaining new insight into how they can use cross-cultural communication to explore the refugee experience. We propose that through this exemplar unit, teachers can learn about authentic instructional approaches that may help them meet the multicultural needs of a variety of diverse student groups.</p>

School Composition and Context Factors that Moderate and Predict 10th-Grade Science Proficiency

2010 ◽  
Vol 112 (4) ◽  
pp. 1096-1136
Author(s):  
Mark C. Hogrebe ◽  
William F. Tate
Keyword(s):  
School Environment ◽  
School Context ◽  
Minority Status ◽  
Demographic Composition ◽  
Context Factors ◽  
10Th Grade ◽  
Context Variables ◽  
Science Scores ◽  
Science Proficiency ◽  
Proficiency Scores

Background Performance in high school science is a critical indicator of science literacy and regional competitiveness. Factors that influence science proficiency have been studied using national databases, but these do not answer all questions about variable relationships at the state level. School context factors and opportunities to learn science may vary geographically across states and interact with demographic composition variables. Purpose The purpose was to examine relationships between 10th-grade science proficiency and school context factors related to school environment, courses, and teachers. The moderating or interaction effects were examined for the school demographic composition variables of free/reduced lunch and minority percentages on variable relationships with science proficiency scores. Population and Unit of Analysis Data for this study consisted of all Missouri high schools in 2002 with a 10th-grade class size of at least 25 students (N = 423). Unit of analysis was the single school. Research Design This was a secondary data analysis study that used variables collected annually from all schools in Missouri. Multiple regression was used to examine relationships and moderating effects of school demographic composition. Predictor variables were grouped into three categories for school context: school environment, course-related, and teacher-related. The outcome variable was 10th-grade scientific attainment as measured by the Missouri state proficiency test in science. Results School context variables of higher dropout and mobility rates signaled greater risk factors, especially when moderated by free/reduced-price lunch percentage (FRL pct) and minority status. When FRL pct and Minority pct were higher, lower science proficiency scores were associated with elevated dropout rates. Similarly, greater mobility was related to lower science scores when school FRL pct was high. Some school-level variables interacted positively with FRL pct and minority status, which resulted in higher science scores. Schools with more FRL and minority students achieved higher science proficiency scores when they had a greater percentage of courses taught by highly qualified teachers and more teachers were regularly certified. Higher science scores were associated with greater percentages of master's degree teachers in schools with a larger percentage of minority students. A surprising finding revealed a geographic influence and demonstrates why testing for interactions can lead to better understanding of the data. Conclusions The findings are consistent with the status attainment literature and the theoretical arguments associated with geography and educational attainment in that socioeconomic status and minority status are important predictive factors in Missouri. As an extension of previous research, this study demonstrates that the school composition variables of FRL pct and Minority pct are significantly related to science proficiency in the 10th grade. Not only are they predictive of science proficiency scores, but they also interact with each other and moderate the relationships between school context variables and 10th-grade science scores. This study suggests that teacher quality in high-poverty majority-minority school settings remains an important policy target for reform and improvement.

LGB-Parent Families and the School Context

2016 ◽  
pp. 99-114
Author(s):  
Abbie E. Goldberg
Keyword(s):  
Academic Achievement ◽  
Social Class ◽  
Social Functioning ◽  
School Environment ◽  
School Context ◽  
Geographic Location ◽  
Multiple Contexts ◽  
The Family ◽  
Race Ethnicity ◽  
And Bisexual

Children are influenced by multiple contexts, including their families and schools. Research on children with lesbian, gay, and bisexual (LGB) parents has primarily focused on their experiences within their families, with little attention to experiences in the school context. The lack of research on the family–school interface of LGB parent families is troubling because these families are vulnerable to marginalization, exclusion, and stigma in the broader society, which likely extend to the school environment. This chapter reviews research on the academic achievement, social functioning, and bullying of children with LGB parents. When relevant, the author emphasizes race/ethnicity, social class, geographic location, and other key social locations that may shape the experiences of LGB–parent families, then addresses research on LGB parents themselves, including their experiences in selecting and interacting with their children’s schools. The chapter ends with recommendations for educators and practitioners who may encounter LGB parent families.

scholarly journals “I Wasn’t Expecting It”: High School Experiences and Navigating Belonging in the Transition to College

2019 ◽  
pp. 216769681988211
Author(s):  
Carly Offidani-Bertrand ◽  
Gabriel Velez ◽  
Claudia Benz ◽  
Micere Keels
Keyword(s):  
High School ◽  
Emerging Adults ◽  
Students Of Color ◽  
School Context ◽  
Transition To College ◽  
College Life ◽  
High School Experiences ◽  
White Institutions ◽  
Qualitative Work ◽  
Racial Ethnic

For emerging adults transitioning to college, normative social and contextual shifts present challenges that are largely a productive aspect of development. But not all students have the same experiences, nor do all students manage similar experiences in similar ways. Black and Latinx emerging adults transitioning to Historically White Institutions must adjust not only to college life but also to feeling different and, sometimes, isolated. There is a dearth of qualitative work examining how students of color make meaning of their racial-ethnic experiences on campus. Our article draws on a mixed-methods study of Black and Latinx emerging adults’ transition to college to investigate how high school racial-ethnic contexts shape students’ interpretations of experiences of difference on college campuses. There was substantial variation in how Black and Latinx students interpreted experiences of difference on campus and coped with their feelings of otherness, and this variation was predicted by racial-ethnic high school context.

Educational Expectations among Immigrant Youth: Links to Segmented Assimilation and School Context

2020 ◽  
Vol 7 (3) ◽  
pp. 252-278
Author(s):  
Christina J. Diaz
Keyword(s):  
School Environment ◽  
School Context ◽  
Immigrant Youth ◽  
Educational Expectations ◽  
Segmented Assimilation ◽  
Social Psychological ◽  
National Education ◽  
Household Resources ◽  
National Education Longitudinal Study ◽  
First And Second Generation

Although schools are important socialization venues for all children, they also serve as sites of acculturation for immigrant youth. According to segmented assimilation theory, first- and second-generation students experience divergent trajectories of incorporation, in part, because they are exposed to school contexts that support or stifle their attainment. I argue that such a process must have social-psychological underpinnings, which I examine by relating children’s educational expectations to their school environment during adolescence. Specifically, I use the National Education Longitudinal Study to assess differences in expectations by school context among immigrant and U.S.-origin youth between eighth and 12th grades. Results indicate that students in comparably disadvantaged school environments report lower expectations, though this relationship is driven by household resources and student characteristics. I also find that most students exhibit increases in their educational expectations, and that such changes are not systemically patterned by school context. This article sheds light on the goals of immigrant youth and the extent to which these plans transform from childhood to adolescence.

“You’re Either One of Us or You’re Not”: Racial Hierarchy and Non-Black Members of Black Greek-Letter Organizations

2016 ◽  
Vol 3 (4) ◽  
pp. 552-565
Author(s):  
Wendy M. Laybourn ◽  
Devon R. Goss ◽  
Matthew W. Hughey
Keyword(s):  
Historically Black ◽  
Racial Diversity ◽  
The United States ◽  
Racial Climate ◽  
Greek Letter ◽  
Campus Racial Climate ◽  
Racial Hierarchy ◽  
Positive Effects ◽  
Black Greek Letter Organizations ◽  
Greek Letter Organizations

Colleges and universities across the United States tout the importance of racial diversity, yet highly public racialized incidents persist. Historically, Black Greek-letter organizations (BGLOs) were created in the early twentieth century in response to the racism Black students experienced on college campuses. While previous literature provides evidence for the positive effects of BGLOs for Black members, less is known about if and how these effects of BGLO membership extend to non-Black members. Drawing on 34 in-depth interviews with non-Black members of BGLOs, we seek answers to three yet unasked questions: First, why do non-Blacks come to identify with BGLOs? Second, what are the responses and reactions to this identification process and experience? And finally, how does this identification relate to larger shifts in the United States’s racial hierarchy? We find that campus racial climate acts as a catalyst for BGLO membership and that BGLOs continue to serve their purpose as a necessary counter-space but that also, non-Blacks come to identify with these organizations in order to develop meaningful interracial solidarity and oppose their hostile campus climates.

scholarly journals Tecnologia versus Desempenho Educacional: um Estudo Sobre a Performance das Escolas

2019 ◽  
Vol 20 (1) ◽  
pp. 101
Author(s):  
Lauro Nogueira ◽  
José Vitor Cosme Lima ◽  
Bianca Alencar Vieria
Keyword(s):  
Treatment Effect ◽  
School Environment ◽  
School Context ◽  
Average Treatment Effect ◽  
Educational Outcome ◽  
Broadband Internet ◽  
Frequent Use ◽  
Technological Tools ◽  
Age Range ◽  
Unobservable Factors

O uso de tecnologias no contexto escolar tem se tornado algo essencial nos últimos anos. Nesse ensejo, professores, alunos e demais profissionais envolvidos fazem uso frequente das mais diversas ferramentas tecnológicas em praticamente todas as atividades. Todavia, ainda não há consenso sobre a forma mais eficiente desses recursos no ambiente escolar. Diante disso, este estudo teve como principal objetivo investigar qual a influência das ferramentas tecnológicas no desempenho dos estudantes das escolas brasileiras. Para tanto, aplicou-se o método de inferências em distribuições contrafatuais desenvolvida por Chernozhukov, Fernandez-Val e Melly (2013), sobre os dados da Provinha Brasil 2013. Os principais resultados indicam que o instrumental tecnológico tem grande importância nos resultados educacionais. Porém, há diferenças substanciais conforme região e pontos da distribuição. Especificamente na Região Nordeste, a contribuição do arcabouço tecnológico cai pela metade. Por exemplo, o efeito do tratamento médio do acesso à internet de banda larga para as escolas de todo o país é de 3,4% contra 1,7% para escolas nordestinas na mesma faixa etária de resultado educacional observado.  No tocante à decomposição do efeito do tratamento, os resultados informam que as características observáveis são cruciais nos resultados educacionais. Além disso, verifica-se que os efeitos dos fatores não observáveis são bastante incipientes. Palavras-chave: Tecnologia. Desempenho das Escolas. IDC. AbstractThe use of technologies in the school context has become essential in recent years. In this context, teachers, students and other professionals involved make frequent use of the most diverse technological tools in practically all activities. However, there is still no consensus on the most efficient form of these resources in the school environment. Therefore, this study had as main objective to investigate the influence of the technological tools on the students’ performance of the Brazilian schools. In order to do so, Inference Method was applied in counterfactual distributions developed by Chernozhukov, Fernandez-Val and Melly (2013), on the data of Provinha Brasil 2013. The main results indicate the technological instruments and great importance in the educational results. However, there are substantial regional nouns and distribution points. Specifically in the Northeast Region, the contribution of the technological framework is halved. For example, the average treatment effect of broadband Internet access such as schools across the country of 3.4% versus 1.7% for northeastern schools in the same age range of observed educational outcome. Regarding the decomposition of the treatment effect, the results report that the observable characteristics are crucial in educational outcomes. In addition, the effects of unobservable factors are quite insipid. Keywords: Technology. Performance of schools. IDC.

scholarly journals Bullying in school environment: the educators’ understanding

2020 ◽  
Vol 30 (1) ◽  
pp. 58-64
Author(s):  
Felipe Soares Salgado ◽  
Wanderlei Abadio de Oliveira ◽  
Jorge Luiz Da Silva ◽  
Beatriz Oliveira Pereira ◽  
Marta Angélica Iossi Silva ◽  
...  
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Formal Education ◽  
School Context ◽  
School Bullying ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Data Set ◽  
Education Professionals ◽  
The Family

Introduction: Bullying is a type of violence between peers characterized by intentionality, repetition and imbalance of power between victims and aggressors. The occurrence of bullying in the school context impairs students' learning and healthy development. Objective: To analyze the educators' understanding of bullying in the school environment. Methods: Cross-sectional and qualitative study carried out with 16 educators (principals, deputy principals, pedagogical coordinators and teachers) from two public schools in a city in the interior of the state of Minas Gerais, Brazil. Semi-structured interviews that followed a script produced from indications in the specialized literature were conducted. The content of the interviews was recorded and transcribed in full. The interpretation of the data followed the assumptions of content analysis, in its thematic modality, considering the following steps: pre-analysis, exploration of the material, treatment of results and interpretation. Results: Three thematic categories were identified: 1) The centrality of families in the problems of schools in relation to the conception of educators; 2) Beliefs that establish explanatory links for bullying; and 3) Intervention actions developed in relation to bullying. The results show that educators' beliefs hold families exclusively responsible for school problems and bullying. These conceptions stem from situations experienced in everyday life or from speeches of other education professionals who reiterate the absence of families and the little parental involvement in the issues of formal education of children as the major problem. Narratives of this nature denote the absence of an expanded understanding of bullying and its complexity. In addition to the family, the educators pointed out the influences of personality, the media and social standards as factors that can explain the involvement of students in bullying situations. For the participants, the most effective responses to minimize or respond adequately to school bullying require the participation of the family and some did not believe that the school could do something effective alone. In the data set, it was noticed that the educators' beliefs and understandings about the problem of bullying prevent measures aimed at school aspects, which are more proximal to the occurrence of bullying, from being implemented. Conclusion: It is concluded that the investigated educators need to expand their understanding of bullying, in order to develop effective actions to face this phenomenon in schools, which also include the participation of families.

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