What’s Your Excuse? Sensemaking About Chronic Absenteeism in a Rural, Latinx High School

2021 ◽  
pp. 105268462110262
Author(s):  
Ain A. Grooms ◽  
Diana Galvez Bohorquez
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Rural Communities ◽  
Low Income ◽  
Educational Leaders ◽  
Racial Groups ◽  
School Students ◽  
Student Body ◽  
Chronic Absenteeism

Nationwide, over seven million students are chronically absent from school each year, impacting academic success and future job earnings. Latinx high school students have among the highest absentee rates across all racial groups. Using critical sensemaking theory, this qualitative case study examines how school, district, and community leaders make sense of chronic absenteeism in their diversifying local high school. This study is situated in Hensonville Secondary School (a pseudonym), a small, rural high school in Iowa serving a predominantly Latinx student body. Findings reveal that persistent deficit narratives placed upon Latinx and/or low-income students drive the perception of absentee students as “others” that do not fit the expectations of the educational leaders or of the broader community. Power and privilege in the district were evident as white educational leaders blamed Latinx students and those from low-income backgrounds for chronic absenteeism while minimizing the institutional and contextual factors that may be contributing to low student attendance. Collaborative partnerships are increasingly being used to address chronic absenteeism, and we also investigate these efforts in Hensonville. white educational leaders in diversifying rural communities, and the leadership preparation programs educating these future leaders, must rely on culturally relevant/responsive strategies in order to best support their students and reduce chronic absenteeism.

Equity in high school computer science: Beyond access

2021 ◽  
pp. 147821032110630
Author(s):  
Paul Bruno ◽  
Colleen M Lewis
Keyword(s):  
High School ◽  
Native American ◽  
High School Students ◽  
Computer Science ◽  
Female Students ◽  
Racial Groups ◽  
School Students ◽  
Level Data ◽  
And Gender ◽  
K 12

Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.

scholarly journals Factors associated with cigarette experimentation among adolescents

2019 ◽  
Vol 18 (3) ◽  
pp. 421-454
Author(s):  
Luciene Dias Bispo Veiga ◽  
Claudio Bispo de Almeida ◽  
Paulo Da Fonseca Valença Neto ◽  
Adriana Alves Nery ◽  
Djanilson Barbosa dos Santos ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Low Income ◽  
Prevalence Ratio ◽  
Simple Random Sample ◽  
School Students ◽  
Cross Sectional ◽  
Factors Associated ◽  
Informed Consent Form ◽  
La Red

Objetivo: El presente estudio pretende identificar la prevalencia y factores asociados a la experimentación de tabaco en adolescentes.Método: El estudio epidemiológico, transversal, descriptivo y analítico realizado con una muestra aleatoria simple de escolares con edad de 14 a 19 años, matriculados en escuelas públicas de enseñanza media de la red estadual del área urbana del municipio de Jequié-BA. Se utilizó un cuestionario auto-aplicable de llenado voluntario, tras la firma del término de consentimiento libre y aclarado por el responsable cuando menor de 18 años. Se empleó el programa Epi DATA para la digitación de los datos y programa SPSS para calcular la razón de prevalencia y realizar la regresión de Poisson. Resultados: En el estudio de 765 adolescentes, siendo 59,9% del sexo femenino, 80,4% de etnia no blanca, 71,4% sin ocupación remunerada, 74% menos favorecidos económicamente y 37,9% consumen bebida alcohólica. El promedio de edad fue de 16,55 años (dp ± 1,33) años. La prevalencia de la experimentación de tabaco fue del 22,4%. Las variables: padres fuman (RP = 1,57, IC95%: 1,15-2,12), amigos fuman (RP = 2,15, IC95%: 1,56-2,95), uso de bebidas alcohólicas PR = 2,05; IC del 95%: 1.46 a 2.88) y la edad (OR = 1,36; IC del 95%: 1,01-1,84) fueron los que permitieron predecir mejor el riesgo de que un escolar experimente con el tabaco. Conclusiones: La prevalencia de experimentación fue 22,4%, y las variables que mejor permitieron predecir la predisposición de un escolar a experimentar el tabaco fueron tener padres fumadores, tener amigos que fuman, hacer uso de bebidas alcohólicas y ser del grupo de edad de 17 a 19 años. Objective: The present study aims to identify the prevalence and factors associated with cigarette experimentation among adolescents.Method: Cross-sectional, descriptive and analytical epidemiological study carried out with a simple random sample of students aged 14-19 years enrolled in public high schools in the urban area of the city of Jequié, in the state of Bahia. After the A self-administered questionnaire of voluntary completion was used after the participants (or their parents/guardians in the case of participants under 18) signed the free informed consent form. Data was entered with Epi DATA software and SPSS software was used to calculate the prevalence ratio and perform Poisson regression. Results: The study sample consisted of 765 adolescents, as follows: 59.9% were female individuals, 80.4% were non-white, 71.4% did not have a paid job, 74% lived in low-income families, and 37.9% used alcohol. The mean age was 16.55 years (sd ± 1.33) years. The prevalence of smoking experimentation was 22.4%. The variables: parental smoking (PR = 1.57, 95% CI: 1.15-2.12), smoking friends (RP = 2.15, 95% CI: 1.56-2.95), alcohol drinking (OR = 2.05, 95% CI: 1.46-2.88), and age group (RP = 1.36, 95% CI: 1.01-1.84) were the best predictors of the risk for experimentation with cigarettes among high school students.Conclusions: The prevalence of experimentation was 22.4%, and the variables that best predicted the likelihood of experimenting with tobacco among high school students were smoking parents, smoking friends, alcohol use and aged 17-19 years. Objetivo: O presente estudo visa identificar a prevalência e fatores associados à experimentação de tabaco em adolescentes.Método: Estudo epidemiológico, transversal, descritivo e analítico realizado com uma amostra aleatória simples, de escolares com idade de 14 a 19 anos, matriculada em escolas públicas de ensino médio da rede estadual da área urbana do município de Jequié-BA. Utilizou-se um questionário auto-aplicável de preenchimento voluntário, após assinatura do termo de consentimento livre e esclarecido pelo responsável quando menor de 18 anos. Empregou-se o programa Epi DATA para a digitação dos dados e programa SPSS para calcular a razão de prevalência e realizar a regressão de Poisson.Resultados: Participaram do estudo 765 adolescentes, sendo 59,9% do sexo feminino, 80,4% de etnia não branca, 71,4% sem ocupação remunerada, 74% menos favorecidos economicamente e 37,9% fazem uso de bebida alcoólica. A média de idade foi de 16,55 anos (dp±1,33) anos. A prevalência da experimentação de tabaco foi de 22,4%. As variáveis: pais fumam (RP=1,57; IC95%:1,15-2,12), amigos fumam (RP=2,15; IC95%:1,56-2,95), uso de bebidas alcoólicas (RP=2,05; IC95%:1,46-2,88) e grupo etário (RP= 1,36; IC95%:1,01-1,84) foram as que melhor permitiram prever o risco de um escolar vir a experimentar tabaco.Conclusões: A prevalência de experimentação foi 22,4%, e as variáveis que melhor permitiram prever a predisposição de um escolar vir a experimentar o tabaco foram possuir pais fumantes, ter amigos que fumam, fazer uso de bebidas alcoólicas e serem do grupo etário de 17 a 19 anos.

Virtual Structures and Collaborative Processes to Enhance Teaching and Learning Across Dispersed Sites

2010 ◽  
pp. 1-13
Author(s):  
Ken Stevens
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Rural Communities ◽  
Rural Schools ◽  
Teaching And Learning ◽  
School Students ◽  
Audio Technology ◽  
Internet Education ◽  
Educational Structures

This case outlines the development of a pre-internet education initiative in New Zealand that linked eight rural schools, each with declining enrollments, to collaborate through audio technology in sharing specialist high school teachers. The collaborative structure that was formed enabled senior high school students in the intranet to access courses not available on-site, thereby expanding their range of curriculum options. Replication of the New Zealand model in rural Atlantic Canada, enhanced by the Internet, enabled senior students in an intranet to access four Advanced Placement (AP) science subjects, each taught from a participating site. Within the New Zealand and Canadian intranets collaborative teaching and learning has developed. The creation of virtual educational structures that support and enhance traditional classes has expanded the capacity of participating rural schools and reduced the significance of their physical locations. The New Zealand and Canadian initiatives highlight the possibilities of inter-school collaboration to sustain education in small rural communities.

The Connector Study: A Strategy for Collecting Post-Graduation Data About Low-Income High School Students

2016 ◽  
Vol 21 (3) ◽  
pp. 174-189 ◽  
Author(s):  
Karen D. Arnold ◽  
Katherine Lynk Wartman ◽  
Paul Gordon Brown ◽  
Adam N. Gismondi ◽  
Jessica R. Pesce ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Low Income ◽  
School Students

scholarly journals Una mirada a los efectos de la pandemia global Covid19: Realidades y desafíos actuales en el Bachillerato y la Educación Superior

2020 ◽  
pp. 30-35
Author(s):  
Pedro Alfonso Guadal Ortiz-Sánchez ◽  
Patricia Gpe. Sánchez-Iturbe ◽  
Pedro T. Ortiz-Y Ojeda ◽  
Limberth Agael Peraza-Pérez
Keyword(s):  
High School ◽  
High School Students ◽  
Rural Communities ◽  
Student Performance ◽  
Online Survey ◽  
School Students ◽  
Internet Service ◽  
Bachelor Degree ◽  
Virtual Classes ◽  
Learning Factors

The COVID-19 health emergency has brought a new and unforeseen situation in education in Mexico and around the world. This report shows the results of an online survey applied to high school (CETYS abbreviated in Spanish) and bachelor degree (TecNM abbreviated in Spanish) students at the Mérida and Tuxtla Gutiérrez campus. Out of 846 students, 501 answered the survey. Most of them live in municipal seat, some of them in rural communities 28.5 are high school students and 71.5% are bachelor degree students. 48.1% of students responded that they would not like to continue receiving classes online and 44.1% that in this modality their learning was the same as face -to- face lessons. They face organizational, technological, pedagogical and, to a lesser extent, information issues. They mainly use the WhatsApp application as well, as Microsoft Teams for synchronous work and virtual interviews, they consider it suitable for their virtual sessions. The responses to the coverage of the educational program were similar, the fifth part reached between 90 and 100%; The students showed irregularities during the setting of this educational modality and the main problem was the failure of the Internet connection, and the least was the lack of sensitivity of the teacher. Objectives: Need to obtain information on the opinion of students regarding their academic development during the school period that occurred during the Covid-19 pandemic, that would allow knowing the problems they are facing and proposing alternatives to support students Methodology:A survey was applied to undergraduate and high school students to find out their opinion regarding their problems in school development, the data were analyzed using predetermined scales and the SPSS program to determine the possible correlation between the mentioned variables. Contribution: Problems related to student performance were verified, most have their own computer and have internet service, they still do not adapt to taking virtual classes and express disapproval to continue with this form of learning, factors to be taken into consideration in the immediate future.

scholarly journals Psychometric properties of the Adolescents’Academic Motivation Scale (AAMS) in a representative sample of Dominican Republic high school students

2022 ◽  
Vol 38 (1) ◽  
pp. 93-100
Author(s):  
Betty Reyes ◽  
Irene Fernández ◽  
Sergio Pérez-Belmonte ◽  
Saturnino De los Santos ◽  
José M. Tomás ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Dominican Republic ◽  
Latent Variables ◽  
Representative Sample ◽  
Structural Equation ◽  
Academic Motivation ◽  
School Students ◽  
Motivation Scale

Within the growing body of research that has focused on academic success, academic motivation has gathered considerable attention. The aim of this this research is to present the first validation of the Adolescents’ Academic Motivation Scale (AAMS). Total sample was composed by 1712 students of secondary education from two districts in the Dominican Republic. The main measurement outcome was the AAMS. Results from the CFA were satisfactory: χ2(5) = 57.73, p < .001; CFI = .970; RMSEA = .079 [.061, .097], and SRMR = .024. IRT analyses favored the two-parameter logistic model, indicating that items were not equally discriminant. Structural Equation Model with latent variables in which academic motivation was a significant predictor of grades resulted in excellent fit: χ2(53) = 182.76, p < .001; CFI = .980; RMSEA = .038 90% CI [.032, .044], and SRMR = .025. In sum, this work presents an exhaustive psychometric analysis of the AAMS in a representative sample of high school Dominican students. Entre el creciente cuerpo de investigación que se ha centrado en el éxito académico, la motivación académica ha captado considerable atención. El objetivo de esta investigación es presentar la primera validación de la Escala de Motivación Académica de los Adolescentes (EMAA). La muestra total estuvo compuesta por 1712 estudiantes de secundaria de dos distritos de la República Dominicana. La medida principal fue la EMAA. Los resultados del AFC fueron satisfactorios: χ2(5) = 57.73, p < .001; CFI = .970; RMSEA = .079, 90% CI [.061, .097], y SRMR = .024. Los análisis de TRI favorecieron al modelo logístico de dos parámetros, indicando que los ítems no fueron igualmente discriminativos. El Modelo de Ecuaciones Estructurales en el que la motivación académica predecía de forma estadísticamente significativa las calificaciones obtuvo un ajuste excelente: χ2(53) = 182.76, p < .001; CFI = .980; RMSEA = .038 [.032, .044], and SRMR = .025. En resumen, este trabajo presenta un exhaustivo análisis psicométrico de la EMAA en una muestra representativa de estudiantes dominicanos de instituto.

ALAS: An Intervention to Promote Career Development Among Latina/o Immigrant High School Students

2019 ◽  
Vol 46 (6) ◽  
pp. 608-622 ◽  
Author(s):  
Ellen Hawley McWhirter ◽  
Bryan O. Rojas-Araúz ◽  
Robert Ortega ◽  
Darien Combs ◽  
Christina Cendejas ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Career Development ◽  
School Engagement ◽  
Critical Consciousness ◽  
School Connectedness ◽  
Immigrant Students ◽  
Lessons Learned ◽  
School Students

This article describes the rationale, development, delivery, and evaluation strategy of a pilot career intervention program for immigrant Latina/o high school students: Advocating for Latina/o Achievement in School. This innovative intervention aims to prevent dropout and to promote academic success and college and career readiness through a combination of academic support and enhancing critical consciousness. Shorter term goals include increasing school-related self-efficacy expectations, school connectedness, school engagement, and critical consciousness. We describe the theoretical and empirical basis for the intervention components, and how they attend to dimensions of immigrant Latina/o students’ career development. We describe program logistics, outcomes, strengths, challenges, and lessons learned from delivering the intervention. We highlight unique features of the program and suggest its relevance to career education efforts in other school and national contexts in which immigrant students face racism and inequities.

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