Latina/o Students in Majority White Schools

2016 ◽  
Vol 3 (1) ◽  
pp. 113-125 ◽  
Author(s):  
Stacy Salerno ◽  
John R. Reynolds
Keyword(s):  
High School ◽  
High School Students ◽  
Ethnic Minority ◽  
Student Perceptions ◽  
Participant Observation ◽  
The United States ◽  
Public High School ◽  
Ethnic Enclaves ◽  
Minority Status ◽  
School Students

Latina/o high school students face many challenges in school, and much current research on ethnicity and education likewise focuses on the downsides of being an ethnic minority in the U.S. educational system. Social scientists attribute the educational gaps associated with ethnic minority status to factors such as fewer family resources, discrimination, teacher-student mismatch, English learner status, and social isolation at school. This article shifts attention to the ways in which ethnic minority status can bolster educational attainment and highlights the significance of co-ethnic physical spaces or “enclaves” in majority white high schools. Data include 11 interviews with teachers and administrators at a public high school in the Southeast, supplemented with 100 hours of classroom participant observation and over 100 narratives written by students. Student perceptions are tapped through analysis of an open-ended essay writing exercise on what it means to be a Latina/o in the United States, completed by the Latina/o students enrolled in four Spanish language–only courses during three terms in 2013–2014. The observation, interview, and essay-based data indicate that Latino/a high school students benefit from school ethnic enclaves where they are free to draw on the support of co-ethnic peers and culturally flexible teachers. These themes emerge in the interviews with teachers and are supported by student comments in a writing exercise. School ethnic enclaves provide both academic and social support, help foster a positive ethnic self-image, and ultimately link ethnic minority status and heritage to success despite the significant—and more often studied—educational challenges faced by Latina/o high school students.

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 Street Law, Inc.: Context, History and Future

2018 ◽  
Vol 2 (1) ◽  
pp. 3
Author(s):  
Lee Arbetman
Keyword(s):  
High School ◽  
High School Students ◽  
Student Teachers ◽  
The United States ◽  
Law Students ◽  
Public High School ◽  
School Students ◽  
The World ◽  
Georgetown University ◽  
The U.S

<p>In 1972, a small group of Georgetown University law students developed a series of practical law lessons for use with public high school students in Washington, D.C. These visionaries recognized that ordinary citizens—not just lawyers—needed a basic understanding of practical law in order to take on civic responsibilities. The lessons were popular with the high school students and with their law student teachers. Responding to their practical nature, the high school students called these lessons “Street Law.” The name stuck.</p><p><br />A pilot program in two local high schools in 1972–73 launched a movement—first in the United States but eventually around the world—to teach the public about law and public policy using learner-centered, interactive teaching methods. Today, Street Law programs can be found in every state in the U.S. and in more than 40 countries around the world.</p><p><br />Propelling this global movement to advance justice through practical education about law and democracy is Street Law, Inc., a Washington, D.C. area non-profit organization that is an outgrowth of the early Street Law program at Georgetown University Law Center. That pilot effort has also grown into a full-fledged, credit-bearing experiential education program at Georgetown that has served as a model program for more than 120 law schools across the country and around the world. Nearly 1,000 upper division Georgetown Law students have participated in this program since its inception. Many have gone on to positions as law firm partners, corporate counsel, government officials in the U.S. and abroad, and even members of the federal court bench. They have taken from their law school experience a commitment to public education about law and democracy.</p>

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.

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