scholarly journals Saved by the Bell: A Feminist Approach to High School Architecture

2021 ◽  
Author(s):  
◽  
Ekta Nathu
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Equal Opportunity ◽  
Research Area ◽  
School Environments ◽  
School Students ◽  
School Architecture ◽  
And Gender ◽  
And Function

<p>The years spent as high school students are some of the most formative to the development of confidence in identity, and in preparing young people to be resilient adults. The school environments in which development occurs have an imperative role to play in providing space for identity to form freely and in providing equal opportunity for students to succeed. This research will focus on understanding how architecture might provide the space for identities to form freely and how processes and spatial outcomes could encourage this development to happen equitably.  This research engages feminist theory, processes and practices to increase spatial agency and identity agency for students. Encouraging the autonomy of students hopes to influence a sense of purpose and belonging to the space, and help students feel belonging within a community.  The theoretical position of this research is between feminist practice and gender and space. Supporting fields of research include pedagogy and policy. Whilst each existing field is independently expansive in scope, this research explores how these fields intersect, overlap and function when applied to the context of high school architecture.  A design-led methodology will inform four Pieces towards the completion of this research, each considering ‘design’ as the process, outcome and representation strategies. The first Piece, Processes, will involve the design and running of participatory workshops with students. The second Piece, Sites, will include photo analysis of existing schools to uncover what information existing architecture might be disseminating. The third Piece, Interventions, will be the design of actionable guides, posters, zines and ‘take- aways’ that share the findings of the research. The fourth and final Piece, Speculations, will include speculative concept designs that respond to the accumulated knowledge and provoke curiosity for the potential in this research area and way of practicing.  The outcomes of this research, the feminist architectural processes, designs and communication, aim to better understand how to facilitate participation in architecture for identity development and therefore help equalise opportunities in education.</p>

scholarly journals Saved by the Bell: A Feminist Approach to High School Architecture

2021 ◽  
Author(s):  
◽  
Ekta Nathu
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Equal Opportunity ◽  
Research Area ◽  
School Environments ◽  
School Students ◽  
School Architecture ◽  
And Gender ◽  
And Function

<p>The years spent as high school students are some of the most formative to the development of confidence in identity, and in preparing young people to be resilient adults. The school environments in which development occurs have an imperative role to play in providing space for identity to form freely and in providing equal opportunity for students to succeed. This research will focus on understanding how architecture might provide the space for identities to form freely and how processes and spatial outcomes could encourage this development to happen equitably.  This research engages feminist theory, processes and practices to increase spatial agency and identity agency for students. Encouraging the autonomy of students hopes to influence a sense of purpose and belonging to the space, and help students feel belonging within a community.  The theoretical position of this research is between feminist practice and gender and space. Supporting fields of research include pedagogy and policy. Whilst each existing field is independently expansive in scope, this research explores how these fields intersect, overlap and function when applied to the context of high school architecture.  A design-led methodology will inform four Pieces towards the completion of this research, each considering ‘design’ as the process, outcome and representation strategies. The first Piece, Processes, will involve the design and running of participatory workshops with students. The second Piece, Sites, will include photo analysis of existing schools to uncover what information existing architecture might be disseminating. The third Piece, Interventions, will be the design of actionable guides, posters, zines and ‘take- aways’ that share the findings of the research. The fourth and final Piece, Speculations, will include speculative concept designs that respond to the accumulated knowledge and provoke curiosity for the potential in this research area and way of practicing.  The outcomes of this research, the feminist architectural processes, designs and communication, aim to better understand how to facilitate participation in architecture for identity development and therefore help equalise opportunities in education.</p>

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

scholarly journals Emerging Adulthood: An Intersectional Examination of the Changing Life Course

2019 ◽  
Vol 15 (4) ◽  
pp. 14-33
Author(s):  
Shauna A. Morimoto
Keyword(s):  
High School ◽  
High School Students ◽  
Emerging Adulthood ◽  
Life Course ◽  
School Students ◽  
Identity Exploration ◽  
Race And Gender ◽  
Adult World ◽  
And Gender ◽  
The Life Course

This article draws on qualitative data of U.S. high school students considering their place in the adult world; the purpose is to investigate Jeffrey Arnett’s (2000) concept of “emerging adulthood” as a new stage of life course. Drawing on interviews and observational data collected around the time when Arnett’s notion of emerging adulthood started to take hold, I use intersectional interpretive lens in order to highlight how race and gender construct emerging adulthood as high school students move out of adolescence. I consider Arnett’s thesis twofold. First, when emerging adulthood is examined intersectionally, young people reveal that – rather than being distinct periods that can simply be prolonged, delayed, or even reached – life stages are fluid and constantly in flux. Second, since efforts to mitigate against uncertain futures characterizes the Millennial generation, I argue that the process of guarding against uncertainty reorders, questions or reconfigures the characteristics and stages that conventionally serve as markers of life course. I conclude that the identity exploration, indecision, and insecurity associated with emerging adulthood can also be understood as related to how the youth reveal and reshape the life course intersectionally.

scholarly journals Ethnocultural Competence Development in Teaching the English Language to Kalmyk High School Students

2021 ◽  
Vol 2021 (1) ◽  
pp. 182-192
Author(s):  
Tatiana V. Basanova
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
English Language ◽  
Competence Development ◽  
English Language Teaching ◽  
Complex Nature ◽  
School Students ◽  
Socialization Process ◽  
Related Information

Developing ethnocultural competence by teaching a foreign language is considered to be a contribution to ethnic identity development that is the aim of ethnic socialization process. The present article describes the content of the English language teaching in the process of ethnocultural competence development. Thematic and procedural aspects are distinguished. Each one has a complex nature and contributes to profound considering ethnic related information by Kalmyk students at high school.

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.

BULLYING BEHAVIOUR AMONG HIGH SCHOOL STUDENTS: ANALYSIS OF PREVALENCE AND GENDER DIFFERENCES

2016 ◽  
Author(s):  
Olujide Adekeye ◽  
Amoa Alao ◽  
Olufunke Chenube ◽  
Sussan Adeusi ◽  
Ben Agoha ◽  
...  
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
School Students ◽  
And Gender

Exploring the Intersections of Disability, Race, and Gender on Student Outcomes in High School

2020 ◽  
pp. 074193252094120
Author(s):  
Anjali J. Forber-Pratt ◽  
Gabriel J. Merrin ◽  
Dorothy L. Espelage
Keyword(s):  
High School ◽  
High School Students ◽  
Sexual Orientation ◽  
Suicidal Ideation ◽  
Peer Victimization ◽  
School Connectedness ◽  
Self Report ◽  
School Students ◽  
Race And Gender ◽  
And Gender

This study explored the intersections of disability, race, sexual orientation, and gender on peer victimization, suicidal ideation, and school connectedness. Participants were 11,353 high school students aged 14 to 18 years ( MD =15.88, SD = 1.20). Of these individuals, 1,640 students self-identified as either having an Individualized Education Program (IEP) or as having a disability. Students completed online self-report measures. Results indicated that having a disability or identifying as lesbian, gay, bisexual, or questioning (LGBQ) was associated with higher odds of suicidal ideation, higher levels of peer victimization, and lower levels of school connectedness across several racial categories. Moderation analyses examined the intersection of various identities. Findings indicate that differences exist among the intersection of disability, race, sexual orientation, and gender identities in relation to the outcomes of interest.

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