In-Between: Late-Arriving Teens in Adult Education Programs Navigating Child and Adult Immigrant Narratives

2020 ◽  
pp. 074355842096711
Author(s):  
Dina Birman ◽  
Ashmeet K. Oberoi ◽  
Maria Fernanda Garcia ◽  
Miryam Haarlammert ◽  
Massiel Leiva ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
Grounded Theory ◽  
General Education ◽  
The United States ◽  
Social And Emotional ◽  
Self Sufficiency ◽  
Core Category ◽  
Ged Programs ◽  
Immigrant Narratives

We report on a grounded theory study of late-arriving immigrant youth (LIY) who arrived in the United States at 16–18 years of age and were referred to daytime General Education Diploma (D-GED) programs. These programs provide an alternate path to a high school diploma for youth with insufficient knowledge of English to complete graduation requirements before turning 19 years. Based on interviews with 38 youth from Latin America, we propose the core category of our grounded theory to be students Navigating Child and Adult Immigrant Narratives while making educational and career decisions. This process begins before immigration when youth imagine ambitious alternate selves—ideal educational and career selves in the United States, consistent with the American Dream and immigrant child narrative. The D-GED programs represent a compromise between a child and adult educational pathway. Students in these programs felt excluded from the regular high school but received social and emotional support while on a faster track to graduation and self-sufficiency as adults. However, students lacked concrete information and roadmaps for how to attain their ambitious goals. The study highlights the unique challenges faced by LIY as they develop ambitious and realistic education and career goals.

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.

Washington View: Big ideas for a new day

2021 ◽  
Vol 102 (5) ◽  
pp. 61-62
Author(s):  
Maria Ferguson
Keyword(s):  
United States ◽  
Rural Education ◽  
Social And Emotional Learning ◽  
The United States ◽  
Emotional Learning ◽  
School Superintendents ◽  
Social And Emotional ◽  
Big Ideas

As the United States has begun to make the transition from one presidential administration to the next, organizations with an interest in education have weighed in on what they think the Biden administration should focus on. Maria Ferguson shares recommendations from the Center for American Progress, AASA: The School Superintendents Association, Organizations Concerned About Rural Education, and advocates for social and emotional learning.

Values of Voluntary Simplicity: Lifestyle and Motivation

1984 ◽  
Vol 55 (1) ◽  
pp. 231-240 ◽  
Author(s):  
Avraham Shama ◽  
Joseph Wisenblit
Keyword(s):  
United States ◽  
New York ◽  
New York City ◽  
York City ◽  
Metropolitan Areas ◽  
The United States ◽  
Voluntary Simplicity ◽  
Ecological Responsibility ◽  
Self Sufficiency ◽  
And Behavior

This paper describes the relation between values and behavior of a new life style, that of voluntary simplicity which is characterized by low consumption, self-sufficiency, and ecological responsibility. Also, specific hypotheses regarding the motivation for voluntary simplicity and adoption in two areas of the United States were tested. Analysis shows (a) values of voluntary simplicity and behaviors are consistent, (b) the motivation for voluntary simplicity includes personal preference and economic hardship, and (c) adoption of voluntary simplicity is different in the Denver and New York City metropolitan areas.

No sign of break in Turkish-US arms deal impasse

2021 ◽  
Keyword(s):  
United States ◽  
The United States ◽  
Content Type ◽  
Defence System ◽  
Self Sufficiency ◽  
Defence Sector

Significance Blinken was told Turkey’s purchase of the Russian S-400 air defence system was a closed issue, Cavusoglu said. NATO member Turkey remains unwilling to give them up even at the expense of relations with the United States deteriorating further under President Joe Biden. Impacts Biden’s determination to revitalise NATO, post-Trump, signals there will be no tolerance for Turkish moves to destabilise the alliance. Sanctions on Turkey’s procurement agency will work against Turkey’s push towards defence sector self-sufficiency. Anything short of deploying the S-400s would be politically unacceptable for the government’s domestic base.

scholarly journals Utility-value intervention with parents increases students’ STEM preparation and career pursuit

2017 ◽  
Vol 114 (5) ◽  
pp. 909-914 ◽  
Author(s):  
Christopher S. Rozek ◽  
Ryan C. Svoboda ◽  
Judith M. Harackiewicz ◽  
Chris S. Hulleman ◽  
Janet S. Hyde
Keyword(s):  
United States ◽  
High School ◽  
Science Achievement ◽  
Standardized Test ◽  
The United States ◽  
Long Term Effects ◽  
Stem Careers ◽  
Stem Career ◽  
Career Pursuit ◽  
Mathematics And Science

During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States’ continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school–aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students’ attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.

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