Rates of Forced Sexual Experiences Among High School Students From 2001 to 2019

2022 ◽  
pp. 088626052110551
Author(s):  
Tiffany L. Marcantonio ◽  
James Weese ◽  
Malachi Willis
Keyword(s):  
High School ◽  
High School Students ◽  
Sexual Assault ◽  
Adolescent Girls ◽  
Public Awareness ◽  
Ethnic Identities ◽  
School Students ◽  
Forced Sex ◽  
Race Ethnicity ◽  
Racial Ethnic

Public awareness of sexual assault and initiatives aimed at preventing sexual assault continue to increase over the years. However, whether rates of sexual assault have diminished because of such cultural shifts remains unclear. The purpose of this study was to assess if rates of sexual assault (i.e., forced sex) have changed over the past 18 years for adolescent girls and boys as well as potential differences across racial/ethnic identities. Using nationally representative data from the Youth Risk Behavioral Surveillance Survey from 2001 to 2019, we conducted logistic regressions to assess rates of experiences of forced sex by sex and by sex and racial/ethnic identity, while accounting for grade level. Participants included 135,837 high school students. From 2001 to 2019, rates of forced sex maintained for girls; however, there was a decrease over time for boys. For girls, there were inconsistent differences in rates of forced sex by racial/ethnic identities. However, boys who identified as Black, Hispanic, Multi-Racial, and Other Race/Ethnicity were at higher risk to report forced sex than their White peers, until 2015; only Other Race/Ethnicity was at higher risk in 2019. As girls and boys aged, the risk of forced sex increased. Despite prevention efforts, rates of forced sex did not decrease from 2001 to 2019 for adolescent girls disregarding race/ethnicity, and for racial/ethnic minority boys. That rates of forced sex continue to be high is problematic as experiencing sexual assault at an earlier age is associated with myriad consequences. Further, results suggest current prevention initiatives may be inadequate at addressing risk factors for forced sex, and more broadly, sexual assault. Moving forward, researchers and educators may want to re-evaluate the strategies used to address and measure sexual assault experiences.

Exposure to Same-Race or Same-Ethnicity Teachers and Advanced Math Course-Taking in High School: Evidence from a Diverse Urban District

2020 ◽  
Vol 122 (7) ◽  
pp. 1-42
Author(s):  
Jason A. Grissom ◽  
Sarah E. Kabourek ◽  
Jenna W. Kramer
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Research Design ◽  
Student Teacher ◽  
Fixed Effects ◽  
School Students ◽  
Course Grades ◽  
Racial Ethnic ◽  
Ethnic Congruence

Background/Context Research links advanced mathematics course-taking to important later outcomes, including college graduation and earnings, yet many students fail to progress into higher math courses as they move through high school. Black and Hispanic high school students are less likely than their white peers to take advanced math courses. A complex set of factors inform decisions about student course-taking, but teachers play key roles, including providing information about courses, giving students encouragement, helping students form aspirations (e.g., through role modeling), and serving as gatekeepers via grade assignment and formal recommendations. At the same time, growing empirical evidence suggests that students from different racial/ethnic groups benefit from being taught by teachers with similar demographic backgrounds, which motivates an analysis connecting math teacher–student racial or ethnic congruence with progression into higher math courses in high school. Purpose We investigate the degree to which having a math teacher of the same race or ethnicity predicts subsequent enrollment in more advanced high school math courses, as well as in honors and Advanced Placement (AP) math courses. We also investigate potential mechanisms, including impacts of student–teacher congruence on course grades and standardized test performance, which may in turn predict a higher likelihood of advanced math course enrollment. Setting We examine student-level administrative data from high schools in Miami-Dade County Public Schools, the fourth largest school district in the United States. Research Design We estimate the likelihood that a student will take a higher level math course as a function of student–teacher racial/ethnic congruence, plus student, teacher, and classroom characteristics, and school fixed effects. This research design compares later math course-taking between students with and without race/ethnicity-congruent teachers within the same school, holding a variety of other factors constant. We estimate similar models for honors and AP course-taking. We also estimate models for math course grades and end-of-course (EOC) exam scores using school-by-course and student fixed effects. Findings/Results We find that high school students with a same-race or same-ethnicity teacher are more likely to take a higher math course in the next year than other students taking the same course in the same school. Associations are largest for Black students, who are 2 percentage points more likely to advance to a higher math course when taught by a Black teacher. Having a demographically similar teacher is also associated with movement into honors and AP courses in the next term, on average, though results vary by student subgroup. Students receive higher EOC scores and higher grades when taught by a demographically similar teacher, with higher grades even than what would be predicted by their EOC score, particularly in algebra. Conclusions/Recommendations Our analysis contributes to growing evidence on the importance of teacher diversity for outcomes for students from minoritized groups and is among only a very small set of studies that demonstrate teachers’ impacts on student outcomes not just for one year, but also in subsequent years. Our results underscore the importance of efforts to recruit and retain teachers of color, particularly in high schools. We recommend future research to better understand the mechanisms linking diverse teachers to student course-taking outcomes.

AWARENESS ON DISASTER MANAGEMENT AMONG HIGH SCHOOL STUDENTS IN VIJAYAWADA CITY: AN INTERVENTIONAL STUDY

2021 ◽  
pp. 15-17
Author(s):  
Vijaykumar R ◽  
Pasam Guru Vijay Kumar
Keyword(s):  
High School ◽  
High School Students ◽  
Disaster Management ◽  
Public Awareness ◽  
Sampling Technique ◽  
School Curriculum ◽  
Research Approach ◽  
Exploratory Research ◽  
School Students ◽  
The Impact

Background:ADisaster is a serious disruption occurring over a short or long period of time that causes widespread human, material, economic or 1 environmental loss which exceeds the ability of the affected community or society to cope using its own resources . The key to reducing the loss of 2 life, personal injuries, and damage from natural disasters is widespread public awareness and education . Disaster management includes prevention, mitigation, preparedness, response, and recovery for which, regular training and awareness activities are needed especially among students to greatly reduce the impact of disasters. Materials and Methods: It was an educational interventional design with an exploratory research approach adopting nonprobability purposive sampling technique, which was conducted among 178 students of government high school, aged 16-18years in Vijayawada from July 2019 to September 2019. Apre-tested structured questionnaire was used to collect data. Data collected was analyzed with SPSS v20.0. Result: Awareness regarding disaster management among high school students was found to be 59.9 % and after the intervention, the awareness level raised to 90.6 %. Paired t-test test showed that there was statistically signicant (p<0.05) improvement in awareness among students after an educational intervention. Conclusion: These ndings emphasize that the extent of knowledge is not yet satisfactory and there is a severe need of providing knowledge to school children. Disaster management chapters should be incorporated as a part of the regular school curriculum for all students. Effective, purposeful training and awareness programs are to be timely conducted. Many Campaigns and NGOs should be encouraged to spread awareness among schools and the public.

Understanding the Nonmedical Use of Prescription Medications in the U.S. High School Adolescents

2016 ◽  
Vol 33 (4) ◽  
pp. 269-276 ◽  
Author(s):  
Cynthia G. Ayres ◽  
Nancy M. Pontes ◽  
Manuel C. F. Pontes
Keyword(s):  
High School ◽  
High School Students ◽  
Depressive Symptoms ◽  
Prescription Medications ◽  
School Students ◽  
Complex Samples ◽  
Nonmedical Use ◽  
Race Ethnicity ◽  
Potential Impact ◽  
The U.S

The purpose of the study was to examine relationships between sleep insufficiency, depressive symptoms, demographic factors, and the nonmedical use of prescription medications (NMUPMs) in the U.S. high school students. Data from the 2013 Youth Risk Behavioral Surveillance System were used ( n = 13,570) and analyzed using IBM SPSS 23™ (complex samples). Significant bivariate relationships were found between the NMUPMs and sleep ( p < .01), feeling sad ( p < .001), grade level ( p < .001), and race/ethnicity ( p < .01). Logistic regression analyses found that all of the independent variables were significant in predicting the likelihood of the NMUPMs. Findings underscore the potential impact of preventing NMUPMs in high school adolescents by improving their sleep behaviors and assessing adolescents for depressive symptoms.

Substance Use and Sports- or Physical Activity-Related Concussions Among High School Students

2020 ◽  
pp. 105984052097731
Author(s):  
Lara DePadilla ◽  
Gabrielle F. Miller ◽  
Sherry Everett Jones ◽  
Matthew J. Breiding
Keyword(s):  
Physical Activity ◽  
High School ◽  
Substance Use ◽  
High School Students ◽  
Marijuana Use ◽  
School Students ◽  
Sports Team ◽  
Current Cigarette ◽  
History Of ◽  
Race Ethnicity

History of concussion is associated with substance use. Data from the 2017 National Youth Risk Behavior Survey ( N = 14,765) were used in this study to examine associations between sports- or physical activity–related concussions and current cigarette, alcohol, and marijuana use among high school students, and whether other factors moderate those associations. In addition to having played on a sports team, potential moderators examined included persistent feelings of sadness or hopelessness, hours of sleep, and serious difficulty concentrating, remembering, or making decisions. The association between sports- or physical activity-related concussions and current cigarette, alcohol, and marijuana use was significant when controlling for sex, grade, and race/ethnicity and the potential moderators with the exception of cigarette smoking while controlling for hours of sleep. Those involved in the care of high school students after a concussion may consider assessing current cigarette, alcohol, and marijuana use.

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