scholarly journals The NIDDK High School Short-Term Research Experience for Underrepresented Persons

2020 ◽  
Vol 30 (1) ◽  
pp. 5-14
Author(s):  
Robert Rivers ◽  
Keith C. Norris ◽  
George Hui ◽  
Bonnie Halpern-Felsher ◽  
Carolee Dodge-Francis ◽  
...  
Keyword(s):  
High School ◽  
Native American ◽  
High School Students ◽  
Family Income ◽  
Kidney Diseases ◽  
The United States ◽  
Health Science ◽  
Research Experience ◽  
Short Term ◽  
School Students

Background: Increasing the pipeline of aspiring minority biomedical/health profes­sionals is a crucial component to diversifying the health science workforce. The National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) created the High School Short-Term Research Experience for Underrepresented Persons (HS-STEP-UP) to provide introductory biomedical/biobe­havioral research experiences to promising high school students, who are traditionally underrepresented in the biomedical/biobe­havioral sciences. The program reached out to African American and Hispanic students, as well as Native American students and students from the United States Territories,Methods: HS-STEP-UP provides a stimu­lating, rigorous 8- to 10-week summer research experience for a national cohort of ~100 high school students each year; the experience is organized through four National Institutes of Health (NIH)-funded coordinating centers. Typically, the program receives about 300 applications a year and about 100 students are accepted. Appli­cants are reviewed and selected based upon their online application that includes: a high school transcript, list of classes and extracur­ricular activities, two recommendation let­ters and a personal statement. The program culminates with a symposium at the NIH where students present their research and attend workshops and seminars.Results: For the 2017 and 2018 HS-STEP-UP programs, the classes included 193 students; 67% were females and 82% were underrepresented minorities. Forty eight percent of students reported a family income <$37,000/year, and 23% were from first generation college families. Ninety percent were very satisfied or satisfied with their research topic and 94% rated the end of the year symposium at NIH as excellent or very good. Only 65% were very satisfied or satisfied with their mentor matching, and 21% stated they were dissatisfied or very dissatisfied with their mentor. All the students successfully completed their sum­mer research projects and presented their research abstracts at the symposium. All par­ticipating seniors reported attending college.Conclusion: HS-STEP-UP has been highly successful in recruiting traditionally under­represented students and supporting under­represented HS students with a reward­ing introductory experience to research. Students are overall satisfied with the program, but mentor matching needs more attention. Longer-term follow-up is needed to determine how participating in STEP UP impacts their decisions to participate in the biomedical workforce in the future. Ethn Dis.2020;30(1):5-14; doi:10.18865/ed.30.1.5

scholarly journals The United States Pledge of Allegiance Ceremony

SAGE Open ◽  
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.

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.

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 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.

scholarly journals Impacts of a Neural Engineering Summer Research Experience on High School Students (Evaluation)

2015 ◽  
Author(s):  
Kristen Clapper Bergsman ◽  
Eric Chudler ◽  
Laura Collins ◽  
Jill Weber ◽  
Lise Johnson
Keyword(s):  
High School ◽  
High School Students ◽  
Neural Engineering ◽  
Research Experience ◽  
School Students

scholarly journals The family social status role in formation of competitive orientation and competitiveness of high school students

2019 ◽  
Vol 25 (3) ◽  
pp. 140-155
Author(s):  
L. V. Gulyayeva ◽  
M. Y. Semenov
Keyword(s):  
High School ◽  
High School Students ◽  
Social Status ◽  
Questionnaire Survey ◽  
Family Income ◽  
School Students ◽  
Dual Nature ◽  
The Family ◽  
The Impact

The family is one of the key factors influencing values, attitudes to work, professional self-determination and life plans of high school students. The article is devoted to the consideration of family social status role of modern high school students in formation of their competitive orientation and competitiveness.The article analyzes results of theoretical works of Russian and foreign researchers devoted to the analysis of family social capital influence to the educational strategies of adolescents. The methodological basis of the study was a questionnaire survey of high school students conducted in the cities of Tyumen, Tobolsk, Ishim and rural areas of the Tyumen region. IBM SPSS Statistics 23 was used to analyze the data.Considering family social status as the basis of young people “social start” in adulthood, authors note the dual nature of the role of this characteristic in the process of social adaptation of the younger generation. Based on the analysis of the data of questionnaire survey of high school students, the authors conclude differences of opinion on the importance of competitiveness as a necessary quality of personality.According to the results of the study it is shown that in addition to the level of family income, significant characteristics in their social status that affect the competitive orientation and competitiveness of high school students are also the level of parent’s education and their composition (full or single-parent families). It was confirmed that there is a correlation between the respondents’ assessment of personal competitive potential and the socio-professional status of the family.As possible directions for further research can be considered the study of the impact of the level of regional development on competitiveness formation process of high school students, as well as the role of teachers in this process.

scholarly journals Cross community study of mathematics anxiety between the high school students in Illinois USA and Jordan

2012 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Ruba Mohammad Miqdadi
Keyword(s):  
United States ◽  
High School ◽  
High School Students ◽  
Mathematics Anxiety ◽  
Cultural Difference ◽  
The United States ◽  
Main Study ◽  
School Students ◽  
Educational Implications ◽  
Anxiety Levels

The purpose ofthe study is to examine whether there are any significant differences in the mathematics anxiety levels between high school students in Jordan and their counterparts in the United States. Another purpose is to examine whether there are gender differences related to mathematics anxiety among high school students ofboth communities. A total of 1,386 high school students in the United States and Jordan participated in main study. This study showed that Jordanian high school students exhibited a significantly higher mathematics anxiety than United States high school students. Furthermore, the study revealed that female high schooLstudents in the United States acquired a significantly higher mathematics anxiety level than males. Another finding of this study was that males in Jordan had a significantly higher leveL of mathematics anxiety than males in the United States. The findings and educational implications ofthe study are discussed in light ofthe cultural difference between the two communities.

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