LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement

2017 ◽  
Vol 42 (2) ◽  
pp. 163-187 ◽  
Author(s):  
Neal A. Palmer ◽  
Emily A. Greytak
Keyword(s):  
High School Students ◽  
Justice System ◽  
School Discipline ◽  
The United States ◽  
School Staff ◽  
School Students ◽  
Lgbtq Youth ◽  
System Involvement ◽  
School Based ◽  
Lgbtq Students

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.

School-Based Interventions for Primary Prevention of Cardiovascular Disease: Evidence of Effects for Minority Populations

2000 ◽  
Vol 18 (1) ◽  
pp. 219-244 ◽  
Author(s):  
JANET C. MEININGER
Keyword(s):  
High School Students ◽  
Primary Prevention ◽  
The United States ◽  
Future Research ◽  
Minority Populations ◽  
School Students ◽  
Research Directions ◽  
School Based ◽  
Future Research Directions ◽  
School Based Interventions

The purposes of this review were to analyze and evaluate the results of school-based studies that have used population-wide approaches for primary prevention of cardiovascular diseases and to assess the extent to which strategies tested to date have been effective for minority populations in the United States. The literature included in the review was restricted to studies published between 1986 and August 1999; they sampled elementary, middle, or high school students and incorporated a control or comparison group. There were no consistent effects of school-based interventions on blood pressure, lipid profiles, or measures of body mass and obesity. There was evidence that changes in knowledge and health behaviors occurred. Findings are interpreted within the context of population-wide approaches to prevention, and recommendations for future research directions are discussed.

scholarly journals Youth Access to Tobacco Products in the United States, 2016-2018

2019 ◽  
Vol 5 (6) ◽  
pp. 491-501 ◽  
Author(s):  
Sherry T. Liu ◽  
Kimberly Snyder ◽  
Michael A. Tynan ◽  
Teresa W. Wang
Keyword(s):  
Public Health ◽  
High School Students ◽  
The United States ◽  
Tobacco Product ◽  
Health Concern ◽  
Public Health Concern ◽  
School Students ◽  
Tobacco Products ◽  
School Based ◽  
Compliance Check

Objectives: In 2018, approximately 4.9 million US middle and high school students reported past 30-day use of any tobacco product. This study describes how and where youth obtained tobacco products and whether refusal of sale occurred during 2016-2018. Methods: Data from 3 annual waves (2016-2018) of the National Youth Tobacco Survey, a school-based survey of US youth in grades 6-12, were analyzed among current (past 30-day) tobacco product users aged 9 to 17 years. Results: During 2016-2018, youth tobacco product users most commonly obtained tobacco products from social sources. Although the percentage of users who reported buying tobacco products significantly decreased from 2016 to 2018 (2016: 15.6%; 2018: 11.4%), no significant differences in the prevalence of being refused sale were observed (2016: 24.7%; 2018: 25.5%). Conclusions: Whereas the number of youth users who report buying tobacco products has declined, sales of tobacco products to youth remain a public health concern, as only one in 4 youth who attempted to buy were refused sale in 2018. Monitoring youth tobacco product purchases, retailer compliance check inspections, and retailer penalties for sales to minors remain important for reducing youth access at retail sources.

scholarly journals MODEL PENANAMAN NILAI-NILAI KARAKTER SISWA SMABERBASIS PENDIDIKAN AGAMA

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Lisa’diyah Ma’rifataini
Keyword(s):  
High School ◽  
High School Students ◽  
Religious Education ◽  
Extracurricular Activities ◽  
School Discipline ◽  
Document Analysis ◽  
School Students ◽  
The Bible ◽  
School Committee ◽  
School Based

AbstractThis article aims to determine the model of penetration of character for students of high school based on religious  education  developed  in  SMAN  9  Bandar  Lampung. This is a qualitative research backed by quantitative data  to  refine  the  analysis.  The  data  was  collected  interviews, observation, document analysis, and dissemination of questionnaire. The respondents consisted of principals, teachers  of  religion  studies  (Islam,  Christianity,  Catholicism,  Hinduism  and  Buddhism),  as  well  as  students  and school committee. The results showed that the model of penetration of character for high school students based on  religious  education  in  intra-curricular  activities  was done by inserting some hidden activities in the form of integration in all subjects and internalizing the concepts before lessons by citing verses of the Koran / reading the bible / praying for 15 minutes, while in extracurricular activities it was done by creating a conducive and religious environment,  distributing  pamphlets  /  leaflets  /  banners containing moral messages in strategic locations, making strict school discipline program to support the formation of character and celebrating festive holidays. It was concluded that SMA 9 Bandar Lampung is one of the schools that develop models for penetrating character values  through religious education.AbstrakArtikel ini bertujuan untuk mengetahui model penanaman nilai-nilai karakter siswa SMA berbasis pendidikan agama yang dikembangkan di SMA Negeri 9 Bandar Lampung. Pendekatan penelitian ini kualitatif yang didukung data-data kuantitatif untuk mempertajam analisis. Pengumpulan data diperoleh melalui wawancara, observasi, telaah dokumen, dan penyebaran angket. Responden terdiri atas pimpinan sekolah, para guru agama (Islam, Kristen, Katolik, Hindu dan Budha), serta  siswa  dan  komite  sekolah.  Hasil  penelitian menunjukkan bahwa model penanaman nilai-nilai karakter siswa SMA berbasis pendidikan agama pada kegiatan intrakurikuler yaitu dengan menyisipkan beberapa kegiatan hidden curricullum berupa pengintegrasian pada semua mata pelajaran dan menginternalisasikan konsep sebelum mata pelajaran dimulai dengan membaca ayat pendek/membaca kitab/berdoa selama 15 menit. Sedangkan pada kegiatan ekstrakurikuler dengan menciptakan lingkungan yang kondusif dan agamis, pemasangan  pamflet/leaflet/spanduk  yang  berisi tulisan pesan-pesan moral di setiap tempat yang strategis, membuat aturan-aturan dan tata tertib sekolah yang tegas demi mendukung program pembentukan karakter serta melakukan perayaan hari-hari besar agama. Disimpulkan bahwa SMA 9 Bandar Lampung merupakan salah satu sekolah yang mengembangkan model penanaman nilainilai karakter lewat pendidikan agama.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

The Effects of Police Violence on Inner-City Students*

2020 ◽  
Vol 136 (1) ◽  
pp. 115-168
Author(s):  
Desmond Ang
Keyword(s):  
High School ◽  
High School Students ◽  
Los Angeles ◽  
High School Completion ◽  
Well Being ◽  
The United States ◽  
Public High School ◽  
School Students ◽  
Police Violence ◽  
Public High School Students

Abstract Nearly 1,000 officer-involved killings occur each year in the United States. This article documents the large, racially disparate effects of these events on the educational and psychological well-being of Los Angeles public high school students. Exploiting hyperlocal variation in how close students live to a killing, I find that exposure to police violence leads to persistent decreases in GPA, increased incidence of emotional disturbance, and lower rates of high school completion and college enrollment. These effects are driven entirely by black and Hispanic students in response to police killings of other minorities and are largest for incidents involving unarmed individuals.

scholarly journals Relationship between High School Student Participation in State-level Future Farmers of America Career Development Events and Matriculation at the Host University: A Case Study in Horticulture at Kansas State University

2016 ◽  
Vol 26 (6) ◽  
pp. 862-868 ◽  
Author(s):  
Kimberly A. Williams ◽  
Chad T. Miller ◽  
Ward Upham
Keyword(s):  
High School ◽  
High School Students ◽  
Career Development ◽  
State Level ◽  
The United States ◽  
Future Farmers Of America ◽  
State University ◽  
School Students ◽  
Kansas State University ◽  
Career Development Events

In recent years, many horticulture departments around the United States have been concerned with recruiting and retaining an adequate number of students. One potential recruitment opportunity is the horticulture Future Farmers of America (FFA) Career Development Events (CDEs). For the time period of 1999 to 2012 (14 years), 1462 students participated in the annual state-level horticulture contests, comprising floriculture and nursery/landscape CDEs, held at Kansas State University (KSU). Using the rosters from these two CDEs, we referenced the university’s student information database to determine whether the high school students who participated as FFA horticulture CDE contestants ultimately matriculated to KSU. Fifty-two percent of former FFA horticulture CDE participants were accepted to KSU and 32% matriculated. Of these, 58% enrolled in the College of Agriculture and 19% majored in horticulture. Therefore, 3.5% of total horticulture CDE participants majored in horticulture at KSU. Students who participated in more than one horticulture CDE over time were more likely to major in horticulture at KSU compared with students who competed only once. Thirty-nine percent of students who participated in both horticulture CDEs pursued a baccalaureate program in horticulture. These two student characteristics could be used as indicator data points to target recruitment of future horticulture students. Data about the high school programs that generated contest participants were also summarized. Exceling in the CDE contests was not an indicator CDE participants would pursue a baccalaureate degree in horticulture. These analyses suggest FFA CDEs have some potential to optimize student recruitment efforts.

Sign in / Sign up

Export Citation Format

Share Document