Perceived Teacher Acceptance, Parental Acceptance, Academic Achievement, and School Conduct of Middle School Students in the Mississippi Delta Region of the United States

This chapter is based on a comparative, qualitative study that explored social equity issues related to technology integration among middle schools located in the United States of America. Differences between economically privileged and economically disadvantaged school districts were explored to determine if inequalities related to technology integration generally, and the development of multiliteracies specifically, exist. Participants included middle school students from grades 5 to 8, and teachers and administrators from nine schools located in four different school districts. Data included transcripts from interviews and focus groups, observational field notes, and various school artifacts collected from the research sites. Using these data, an exploration of the contextual factors that might influence the inclusion of instruction for new literacies directly related to literacy activities on the Internet was conducted. The results suggest that a disparity does exist along economic lines and several contextual factors were identified that may impede the development of the new literacies including the use of the Internet as an information resource among middle school students in the United States.

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The Voces Project: Investigating How Latino/a Immigrant Children Make Sense of Engaging in School and School Mathematics

International Journal of Multicultural Education ◽

10.18251/ijme.v15i2.646 ◽

2013 ◽

Vol 15 (2) ◽

Cited By ~ 2

Author(s):

John C. Knudson-Martin

Keyword(s):

United States ◽

Middle School ◽

Middle School Students ◽

Social Environment ◽

The United States ◽

Immigrant Children ◽

School Mathematics ◽

Institutional Factors ◽

Mexican Immigrant ◽

School Students

This study investigates how a group of Mexican immigrant children in the United States made sense of engaging in school and school mathematics.  The research focused on a population of Latino/a middle school students who were a distinct minority, building a model that shows how a complex set of cognitive, sociocultural, and institutional factors mediated these students’ engagement and success in school.  The results of this research will help educators understand the complex social environment that faces immigrant children and impacts their performance and engagement in school and school mathematics.

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An Ecological Systems Approach to Bullying Behaviors Among Middle School Students in the United States

Journal of Interpersonal Violence ◽

10.1177/0886260510370591 ◽

2010 ◽

Vol 26 (8) ◽

pp. 1664-1693 ◽

Cited By ~ 56

Author(s):

Chang-Hun Lee

Keyword(s):

United States ◽

Middle School ◽

Middle School Students ◽

Systems Approach ◽

The United States ◽

Ecological Systems ◽

School Students ◽

Bullying Behaviors

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The United States Pledge of Allegiance Ceremony

SAGE Open ◽

10.1177/2158244017701528 ◽

2017 ◽

Vol 7 (1) ◽

pp. 215824401770152

Author(s):

Leisa A. Martin ◽

Glenn P. Lauzon ◽

Matthew J. Benus ◽

Pete Livas

Keyword(s):

United States ◽

High School ◽

Middle School ◽

Native American ◽

High School Students ◽

Middle School Students ◽

The United States ◽

School Students ◽

European Americans ◽

Loyalty Oath

The study evaluated 60 middle school students and 191 high school students on their willingness to recite or not recite the Pledge and their rationale. Overall, 60% of the middle school students and 68.6% of the high school students chose not to recite the loyalty oath. For the European Americans students, the most common rationale among the middle school students for reciting the Pledge was tradition; with the high school students, the most common reason for not reciting the Pledge was the voluntary nature of the Pledge ceremony. With the middle school and high school Akwesasne Mohawk students, the most common reasons for not reciting the Pledge were the voluntary nature of the Pledge ceremony and their Akwesasne Mohawk/Native American status. With their strong rejection of Pledge recitation, the Akwesasne Mohawk tribe has perpetuated a stronger socialization of their youth. However, the act of reciting the Pledge represents just one form of patriotism.

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