scholarly journals Consciousness-Raising or Unintentionally Oppressive?

2016 ◽  
Author(s):  
Meagan Call-Cummings ◽  
Sylvia Martinez
Keyword(s):  
High School Students ◽  
Unintended Consequences ◽  
White Female ◽  
Participatory Action ◽  
School Students ◽  
Consciousness Raising ◽  
Reflective Dialogue ◽  
White Teacher ◽  
Survey Responses

Photovoice is typically used in community and participatory research to allow people to document and interpret their everyday lived experiences. However, often photovoice is used as a research method without deep reflection on its underlying goals and epistemological commitments to critically empower its participants and spark reflective dialogue within a community. This article showcases selections from a photovoice exhibit and its accompanying survey of exhibit attendees to explore possible negative unintended consequences of this action-oriented approach to research if researchers are not appropriately reflexive in how photovoice is used. Drawing on a long-term participatory action research (PAR) project with a research collective consisting of this article’s first author (a White, female university-based researcher), 25 Latino/a high school students and their White teacher, and through rigorous qualitative analysis of the stories that accompanied the photography as well as of the survey responses, the authors conclude that researchers and research collectives that use a photovoice approach to motivating social change and working for consciousness-raising must be careful to not unintentionally perpetuate status quo understandings of an issue or even unconsciously allow for a deeper entrenching of subtly oppressive treatment of historically marginalized populations.

scholarly journals THE LONG-TERM IMPACT OF SOCIAL MOVEMENTS AND REPRESSION ON DEMOCRATIC ATTITUDES

2020 ◽  
Vol 20 (3) ◽  
pp. 317-351
Author(s):  
Scott Desposato ◽  
Gang Wang
Keyword(s):  
Social Movements ◽  
High School Students ◽  
Fuzzy Regression ◽  
School Students ◽  
Attitudinal Differences ◽  
College Entry ◽  
Democratic Attitudes ◽  
Long Term Impact ◽  
The Impact

AbstractDemocracy movements in authoritarian regimes usually fail and are repressed, but they may still affect attitudes and norms of participants and bystanders. We exploit several features of a student movement to test for enduring effects of social movements on democratic attitudes. College students were the core of the movement and had wide exposure to the ideas and activities of the movement, as well as the suppression of the movement. College-bound high school students had limited exposure to the movement and its activities. Time of college entry could in theory be manipulated and endogenous, so we also use birthdate as an exogenous instrument for enrollment year. Applying a fuzzy regression discontinuity, we test for the impact of exposure to the movement on long-term attitudes. We find significant attitudinal differences between those in college during the movement, and those who started college post-movement. These results are strongest for alumni of the four universities that were most connected to the movement.

Queering critical literacies: disidentifications and queer futurity in an afterschool storytelling and roleplaying game

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Scott Storm ◽  
Karis Jones
Keyword(s):  
High School Students ◽  
Queer Theory ◽  
Design Methodology ◽  
Participatory Action ◽  
School Students ◽  
Content Type ◽  
Societal Norms ◽  
Critical Literacies ◽  
One Year ◽  
Theory Framework

Purpose This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity. Design/methodology/approach This study is a discourse analysis of approximately 85 hours of audio collected over one year. Findings Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future. Originality/value This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.

Assessing Efforts to Diversify Kentucky’s K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway

2021 ◽  
Author(s):  
W. Kyle Ingle ◽  
Stephen M. Leach ◽  
Amy S. Lingo
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Teaching And Learning ◽  
School Personnel ◽  
Teaching Profession ◽  
White Female ◽  
School Students ◽  
Item Responses ◽  
K 12

We examined the characteristics of 77 high school participants from four school districts who participated in the Teaching and Learning Career Pathway (TLCP) at the University of Louisville during the 2018–2019 school year. The program seeks to support the recruitment of a diverse and effective educator workforce by recruiting high school students as potential teachers for dual-credit courses that explore the teaching profession. Utilizing descriptive and inferential analysis (χ2 tests) of closed-ended item responses as well as qualitative analysis of program documents, Web sites, and students’ open-ended item responses, we compared the characteristics of the participants with those of their home school districts and examined their perceptions of the program. When considering gender and race/ethnicity, our analysis revealed the program was unsuccessful in its first year, reaching predominantly white female high school students who were already interested in teaching. Respondents reported learning about the TLCP from school personnel, specifically, guidance counselors (39%), non-TCLP teachers (25%), or TLCP teachers (20%). We found that the TLCP program has not defined diversity in a measurable way and the lack of an explicit program theory hinders the evaluation and improvement of TLCP. Program recruitment and outcomes are the result of luck or idiosyncratic personnel recommendations rather than intentional processes. We identified a need for qualitative exploration of in-school recruitment processes and statewide longitudinal studies to track participant outcomes in college and in the teacher labor market.

Inducing Long-Term, Positive Behavior Change

2021 ◽  
pp. 219-226
Author(s):  
Derek Tranchina ◽  
Charles Terenfenko ◽  
Tracy Mulvaney
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Behavior Change ◽  
Positive Impact ◽  
Student Leadership ◽  
Transformational Change ◽  
Positive Behavior ◽  
School Students ◽  
Change Initiatives

The focus of this chapter is to highlight two different transformational change initiatives in public schools that rely on student leadership to be effective. Both programs will explore effective ways to empower students as leaders, to make better social decisions, and to improve their attachment to school and community. One program involves a student-led technology club in a middle school. The goal of the club is to assist with the school's technology usage while also making a positive impact on participating students' achievement and attachment to school. The other program involves educating high school students on the risks of heroin and opioid addiction. Both programs seek to leverage student empowerment to induce long-term, positive behavior change in the students directly involved as well as those around them.

Engaging Youth Through Digital Badges to Promote Health in Underserved Communities

2020 ◽  
pp. 152483992093479
Author(s):  
Sara W. Heinert ◽  
Nasseef Quasim ◽  
Emily Ollmann ◽  
Melissa Socarras ◽  
Natalia Suarez
Keyword(s):  
High School Students ◽  
Electronic Device ◽  
Student Feedback ◽  
School Students ◽  
Future Health ◽  
Health Advocacy ◽  
Health Advocate ◽  
Network Program ◽  
Digital Badging

The CHAMPIONS NETWork program trains Chicago high school students as health advocates while preparing them to become future health professionals. We added digital badging to the curriculum in its third year of programming (2018). This article describes methods and student feedback about digital badging, allowing others to implement similar technology-driven opportunities to engage youth and promote healthy living. Program staff created seven online experiences (XPs) on health advocacy that made up a playlist. Students adopted three adults as clients and completed four XPs themselves and three with clients. Completion of all XPs resulted in a digital badge—an electronic portfolio of health advocacy experiences to be shared with employers and colleges. Following the 2019 cohort’s completion of the digital badge, we conducted two focus groups with students about their feedback on the digital badge. Results showed that students most liked the healthy eating and cardiopulmonary resuscitation XPs. They had more positive reactions to the experience than negative, and especially appreciated aspects of active learning, as well as the badge’s long-term benefits. This technology can potentially help any student with access to an electronic device become a health advocate, and could become a new tool for career development while improving population health.

scholarly journals Teaching and Learning Pressure and Fluids

Fluids ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 194 ◽  
Author(s):  
Petros Kariotoglou ◽  
Dimitris Psillos
Keyword(s):  
High School Students ◽  
Student Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Alternative Conceptions ◽  
School Students ◽  
Long Term Study ◽  
Primary School Student ◽  
Conceptual Evolution

This essay is a synthesis of more than twenty years of research, already published, on teaching and learning fluids and pressure. We examine teaching fluids globally, i.e., the content to be taught and its transformations, students’ alternative conceptions and their remediation, the sequence of educational activities, being right for students’ understanding, as well as tasks for evaluating their conceptual evolution. Our samples are junior high school students and primary school student-teachers. This long-term study combines research and development concerning teaching and learning fluids and has evolved through iteratively based design application and reflective feedback related to empirical data. The results of our research include several publications.

Verification of Ingroup Identity as a Longitudinal Mediator between Intergroup Contact and Outgroup Evaluation

2013 ◽  
Vol 16 ◽  
Author(s):  
Angel Gómez ◽  
Anja Eller ◽  
Alexandra Vázquez
Keyword(s):  
High School Students ◽  
Intergroup Contact ◽  
Long Term Effects ◽  
School Students ◽  
Cross Sectional ◽  
Positive Effects ◽  
Group Members ◽  
Ingroup Identity ◽  
Continue Work

AbstractAlmost six decades of research have consistently demonstrated that intergroup contact is one of the most powerful ways of improving intergroup attitudes. At least two important limitations, however, still compel researchers to continue work in this area: the issue of long-term effects of contact, and the processes underlying such effects. This report makes a theoretical and empirical contribution with regard to these two aspects introducing a new mediator of the effects of contact: verification of qualities of typical ingroup members that may or may not characterize individual group members (e.g. verification of ingroup identities). One hundred and forty-two high school students participated in a two-wave longitudinal study with 12 weeks’ lag in Spain. Cross-sectional and longitudinal mediational analyses using multiple imputation data showed that intergroup contact improves general outgroup evaluation through increasing verification of ingroup identities. This research demonstrates the relevance of considering verification of ingroup identity as a mediator for the positive effects of intergroup contact.

Effect of Goal Proximity and Goal Specificity on Muscular Endurance Performance: A Replication and Extension

1991 ◽  
Vol 13 (2) ◽  
pp. 174-187 ◽  
Author(s):  
Gershon Tenenbaum ◽  
Saadia Pinchas ◽  
Gabi Elbaz ◽  
Michael Bar-Eli ◽  
Robert Weinberg
Keyword(s):  
High School Students ◽  
Endurance Performance ◽  
Experimental Period ◽  
Baseline Period ◽  
Short Term ◽  
School Students ◽  
Goal Specificity ◽  
And Performance ◽  
The Relationship

The purpose of the present investigation was to extend the literature on the relationship between goal specificity, goal proximity, and performance by using high school students and attempting to control for the effects of social comparison. Subjects (N=214) in Experiment 1 were randomly assigned to one of five goal-setting conditions: (a) short-term goals, (b) long-term goals, (c) short- plus long-term goals,(d) do-your-best goals, and (e) no goals. After a 3-week baseline period, subjects were tested once a week on the 3-minute sit-up over the course of the 10-week experimental period. Results indicated that the short- plus long-term group exhibited the greatest increase in performance although the short-term and long-term groups also displayed significant improvements. In Experiment 2, a short- plus long-term group was compared against a do-your-best group. Results again revealed a significant improvement in performance for the combination-goal group whereas the do-your-best group did not display any improvement.

scholarly journals GENDER DIFFERENCES IN CHINESE SENIOR HIGH SCHOOL STUDENTS’ USE OF DISAGREEMENT STRATEGIES

2021 ◽  
Author(s):  
WAN-YING LUO ◽  
HENG-XING HE
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Senior High School ◽  
Relevant Research ◽  
School Students ◽  
And Gender ◽  
Survey Responses ◽  
Senior High School Students

To date, the studies on disagreement strategies in Chinese mainly focus on adults, and relevant research on senior high school students is rare. This study intends to explore gender differences in Chinese senior high school students’ use of disagreement strategies. By adopting a discourse completion task (DCT) and modified Yang’s classification of disagreement strategies (2015), we designed an open-ended questionnaire survey of 12 situations with three social factors (social distance, social status, and sex of hearer) which was distributed among 100 Chinese senior high school students. Then we analyzed all the 96 valid survey responses and did a T-test. The results show that the distribution of disagreement strategies is uneven, with Softened Disagreement Strategy (SDS, 96.96%) dominating, and that there exist significant gender differences in Chinese senior high school students’ use of Neither Softened Nor Strengthened Disagreement Strategy (NSNSDS) (p=0.0330.05). The present study contributes to the understanding of disagreement and gender differences in disagreement strategies and offers implications to communication and EFL teaching for Chinese teenagers.

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