Creating Transformational Spaces: High School Book Clubs with Inner-City Adolescent Females

2010 ◽  
Vol 93 (2) ◽  
pp. 50-68 ◽  
Author(s):  
Jody N. Polleck
Keyword(s):  
High School ◽  
Inner City ◽  
Adolescent Females ◽  
Book Clubs ◽  
School Book

scholarly journals Designing Multiple Book Clubs to Meet the Interest of Diverse Populations

2021 ◽  
Author(s):  
Kathy Hicks-Brooks
Keyword(s):  
High School ◽  
High Schools ◽  
Book Club ◽  
Book Clubs ◽  
After School ◽  
Urban High Schools ◽  
Diverse Populations ◽  
Recreational Reading ◽  
School Book ◽  
Reading Activities

Reading for recreation has been an on-going problem for our high school so we decided to create an after-school book club. However, in large urban high schools with diverse populations, it is difficult to meet the interest of all students with one book club. In our school there are fifty-two languages represented and students from various backgrounds, ethnicities and academic abilities. Data was collected, analyzed and a question emerged. If we developed book clubs around the interest of students, would recreational reading activities increase at our high school? The following paper is what we found to be the answer.

69: A longitudinal analysis of substance abuse among inner-city adolescent females

2006 ◽  
Vol 38 (2) ◽  
pp. 149-150 ◽  
Author(s):  
Junyong Fang ◽  
Constance Husman ◽  
Lalitha De Silva ◽  
Ruzhang Chang ◽  
Ligia Peralta
Keyword(s):  
Substance Abuse ◽  
Inner City ◽  
Longitudinal Analysis ◽  
Adolescent Females

Exploring Kerr and McKay’s Beehive of Smart Girls: Understanding the Challenges Facing Gifted Adolescent Females

2020 ◽  
Vol 43 (2) ◽  
pp. 108-115
Author(s):  
Kate H. Guthrie
Keyword(s):  
High School ◽  
Adolescent Girls ◽  
21St Century ◽  
Adolescent Females ◽  
Potential Barriers ◽  
High School Classrooms ◽  
Self Actualization ◽  
Gifted Girls

For gifted girls, the journey toward self-actualization can be particularly challenging during adolescence. To better support gifted adolescent girls, this article explores a contemporary framework for understanding smart girls of the 21st century: Kerr and McKay’s beehive of smart girls. Kerr and McKay’s typology highlights how different combinations of characteristics ultimately create rich variations of gifts and talents—instead of assuming all smart girls have the same characteristics, experiences, and visions. Building on their framework, this article (a) offers additional insights into how each type of smart girl may experience gifted adolescence, (b) suggests potential barriers to self-actualization each type of smart girl may face, and (c) invites voices of educators from middle and high school classrooms to share their own reflections and insights of how they have come to know each type of smart girl.

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