Incongruent Impressions: Teacher, Parent, and Student Perceptions of Two Black Boys’ School Experiences

For many Black boys, poor academic performance and high rates of school discipline are often related to biases in how they are perceived and treated at school. These biases oftentimes misalign with how Black boys view themselves and how family members perceive them at home. Few studies examine how different stakeholders’ perceptions of Black boys manifest and shape the middle school experience. The current study employed an embedded case study design, using data from eight semi-structured interviews to explore incongruence among student, teacher, and parent perceptions of two middle school Black boys’ academic and social experiences. Findings showed greater congruence between the boys’ experiences and their parents’ perceptions of them compared to their teachers’ perceptions of them. Of note were teachers’ inaccurate reports of the boys’ career aspirations and academic interests and abilities. Implications of these patterns and their impact on Black boys’ experiences in school are discussed.

Gender identity: Exploring struggles & school support among New Zealand senior secondary students

<p>This research was undertaken with an intention to contribute to the existing literature and research on issues related to struggles and support for gender diverse students in New Zealand secondary schools. Gender diversity is a classification of individuals who do not see themselves as just male or female. LGBTQIA [lesbians, gays, bisexual, transgender and Queer] has been an acronym used to describe individuals of alternative lifestyles. The main objective of this study was to investigate in-depth to understand the positive and negative experiences of gender diverse students in New Zealand Secondary schools. A qualitative research approach was utilised and pragmatics as the research paradigm, as the focus was on the experiences of the learners and view of the teachers. Semi-structured interviews were used as this is regarded as a process of in-depth inquiry which has generated detailed descriptions. The outcomes of this research have been in line with the current and existing literature related to the experiences of gender diverse students in secondary schools in New Zealand. A review of existing literature indicates that gender diverse students are subjected to negative academic and social experiences such as verbal slurs, emotional harassment and abuse. Further, the disengagement of the curriculum and the support of the teachers in schools. The positive indication of this research was the support of the heterosexual students and teachers in the school however, there is a need for more support. It is recommended from this research that the school needs to provide professional development for its teachers and design their curriculum to create equality in the school.</p>

Gender identity: Exploring struggles & school support among New Zealand senior secondary students

<p>This research was undertaken with an intention to contribute to the existing literature and research on issues related to struggles and support for gender diverse students in New Zealand secondary schools. Gender diversity is a classification of individuals who do not see themselves as just male or female. LGBTQIA [lesbians, gays, bisexual, transgender and Queer] has been an acronym used to describe individuals of alternative lifestyles. The main objective of this study was to investigate in-depth to understand the positive and negative experiences of gender diverse students in New Zealand Secondary schools. A qualitative research approach was utilised and pragmatics as the research paradigm, as the focus was on the experiences of the learners and view of the teachers. Semi-structured interviews were used as this is regarded as a process of in-depth inquiry which has generated detailed descriptions. The outcomes of this research have been in line with the current and existing literature related to the experiences of gender diverse students in secondary schools in New Zealand. A review of existing literature indicates that gender diverse students are subjected to negative academic and social experiences such as verbal slurs, emotional harassment and abuse. Further, the disengagement of the curriculum and the support of the teachers in schools. The positive indication of this research was the support of the heterosexual students and teachers in the school however, there is a need for more support. It is recommended from this research that the school needs to provide professional development for its teachers and design their curriculum to create equality in the school.</p>

From Teen Parent to Student Parent: Latina Mothers’ Persistence in Higher Education

Less than half of adolescent mothers graduate from high school and fewer obtain a post-secondary degree. The purpose of this study is to understand how Latina mothers who experienced childbirth during adolescence transition to parenthood and higher education. We conducted 13 in-depth interviews with Latina mothers enrolled in higher education. We found that Latina mothers’ persistence in higher education is influenced by psychosocial factors, initial commitments, academic and social experiences in college, and final commitments.

To Study the Various Co-curricular Activities of Girl Student of Kasturba Gandhi Balika Vidyalaya and Government Upper Primary School of East Siang District Arunachal Pradesh

Co-Curricular Activities are important part of curriculum. These activities are important for the overall development of students. Though CCA are non-academic activities, it supports the academic purpose of schools, through positive reinforcements for the social and emotional aspects. It benefits the school children in gaining valuable academic and social experiences by providing wide range of opportunities and experience for self-expression and participation. The present study is an attempt to study the participation of girls’ students in various co-curricular activities that are organised in the Kasturba Gandhi Balika Vidyalaya and Government Upper Primary School of East Siang District of Arunachal Pradesh. A sample of 4 KGBV and 4 GUPS from 2 blocks,5 teachers and 10 girls’ students from each school have been taken by following simple random technique. The total sample consist of 8 schools,40 teachers and 80 girls’ students. It is a descriptive research study. For collecting various information, the researcher used the constructed questionnaire. The data analysis had been done by using simple frequency and percentage technique. The findings of the study revealed that girls’ students of KGBV took more active participation in CCA than GUPS.

The Yale Outcome Study: Outcomes for Graduates with and without Dyslexia

Dyslexia is defined in recent federal legislation as an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader. Despite its high prevalence (20%), there have been few studies of the experience and outcome of dyslexic students at selective 4-year colleges. We examined academic and social experiences in college and outcome in the workplace 5 or more years after graduation in Yale graduates with dyslexia compared with a matched group of Yale graduates who were typical readers. Dyslexic college graduates did not differ from typical graduates in college and the workplace. Parents of dyslexic children often ask about their child’s future. These findings should reassure those professionals (including pediatric neuropsychologists, school psychologists and pediatricians) that dyslexic students can be successful in school and go on to succeed and thrive at selective colleges.

Understanding the factors that affect university completion for autistic people

Please cite the published version of this paper - see peer-reviewed publication DOI. Background: Autistic individuals may be less likely to complete their university studies, but there is no research to date that examines why this is the case. This study thus examined the factors that may affect university completion for autistic people. Method: Two-hundred and thirty autistic people who had attended university completed an online survey, whereby 151 had graduated on their first attempt, 34 graduated after several attempts, and 45 had not completed. Participants answered questions regarding the transition to university, academic and social experiences, diagnosis, mental wellbeing and sensory sensitivities. Results: Those who did not complete had a poorer academic experience, found the transition more difficult, and felt less organisational and social identification at university. Logistic regression suggested the transition to university is particularly important in predicting non-completion.Conclusions: Finding the transition challenging and struggling with academic and social aspects may contribute to the risk of dropping-out. The study has implications for universities, who must ensure all autistic students are able to achieve their full academic potential by providing appropriate transition support, fostering a sense of community at university and ensuring staff are appropriately trained.

University Integration of Chinese Undergraduate Students in Canada and the United States

Increasingly Chinese parents send children to Canada and the United States for secondary school prior to university there. This article reports on the lived experiences of Chinese students with secondary education abroad, as well as those from international secondary schools in China. Students’ perceptions of academic and social experiences are uncovered through ethnographies and interviews in an American university and a Canadian university.