„Kulturowe DNA” – w czasach pandemii

This outline is dedicated to the reconstruction of an individual cultural code of high school students, who, due to the 2020 lockdown, were forced to self-isolate from peers and limit their school activity to online contacts. Based on the analysis of students’ written assignments, the author discusses what builds their identity and impacts the outlook on the world, as well as reconstructs youth’s beliefs regarding the role of old and contemporary, elitist and popular art. The study indicates the spheres of life important to young people, documents their understanding of how being apart, they can still demonstrate care of others, and emphasises the significance of students’ independence and benefits arising from recognition of their empowerment. The statements of high school girls and boys quoted by the researcher inspire further reflections on both the objectives of humanities education and the means of their implementation.

Empowering Women in Finance through Developing Girls’ Financial Literacy Skills in the United States

This study examines the effectiveness of a financial literacy program, Invest in Girls (IIG), in promoting financial capability among high school girls. Using a quasi-experimental separate-samples pretest-posttest design and a longitudinal qualitative study, the study aims to assess the program efficacy and investigate the perspectives of the female students on its impact on their knowledge, behavior, and future goals and aspirations. The results indicated that the participants had significantly higher confidence for engaging in financial literacy after the program. The findings from the longitudinal study also suggested that that the program was influencing the students in positive ways, increasing their financial capability and leading them to consider wide occupational pathways available in finance. Given the lack of female leaders in the world of finance, the IIG program aims to address gender disparity in financial knowledge and highlight the importance of building financial literacy skills among girls.

The Relationship Between Physical Activity, Body Image, and Eating Disorders During the COVID-19 Pandemic in High-School Girls

Background and aims: Decreased levels of physical activity (PA) during the coronavirus disease 2019 (COVID-19) pandemic can cause physical and psychological problems for individuals. Therefore, the aim of this study was to investigate the relationship between PA, body image, and eating disorders (EDs) during the COVID-19 pandemic among high school girls in Farsan, Iran. Methods: This was a descriptive-analytical cross-sectional study, and the research population included female high school students from Farsan, Iran, who were studying in 2019-2020. In this regard, 535 high school girls (age: 15.95±1.42, weight: 53.07±10.01, BMI: 20.14±3.48) were selected based on cluster-random sampling to participate in the study. Multidimensional Body Self-relation Questionnaire (MBSRQ), Baecke’s Physical Activity Questionnaire, and the Eating Disorder Diagnostic Scale (EDDS) were used to collect data, and Pearson correlation coefficients were administered to establish statistical relationships. Results: The results indicated significant positive correlations between body image and PA levels (r=0.304, P=0.001). However, no significant correlations were observed between body image and anorexia nervosa (AN) (r=-0.035, P=0.424), bulimia nervosa (BN) (r=-0.033, P=0.446), and binge ED (r=-0.041, P=0.339). Likewise, no relationships were observed between PA and AN (r=0.084, P=0.052), BN (r=0.073, P=0.092), as well as binge ED (r=0.071, P=0.099). Conclusion: During the COVID-19 pandemic, PA was positively associated with body image but not with EDs. Based on the obtained results, it can be concluded that PA improved body image in adolescent girls during the COVID-19 pandemic.

Objectification Found in High School Girls’ Experience With Dress Code Enforcement

Grounded in objectification theory, this study was conducted to uncover adolescent girls’ experience of dress regulations in US public schools. We conducted in-depth personal interviews with thirteen high school girls to explore internal, interpersonal, and contextual factors that might aggregate or alleviate objectifying conditions. Three overarching thematic categories emerged including (1) dressing as a life skill, (2) experiencing a sexually objectifying environment, (3) coping with the sexually objectifying environment. Eight subthemes captured under these thematic categories depicted how the school dress code is experienced and embodied by adolescent girls in their daily lives. Our findings demonstrated how the methods of school dress code enforcement and sex education promote a sexually objectifying environment in which girls feel physically and psychologically unsafe. Also, the findings of this study revealed that girls experience body shame, self-objectification, and powerlessness through dress code enforcement and sex education in school. Implications are discussed.

The Effect of Headgear Use on Concussion Injury Rates in High School Lacrosse

ObjectivesThe use of headgear is a controversial issue in girls’ lacrosse. We compared concussion rates among high school lacrosse players wearing versus not wearing lacrosse headgear.MethodsStudy participants included a sample of convenience of high schools with girls’ lacrosse from across the United States. Certified athletic trainers reported athlete exposure and injury data via the National Athletic Treatment, Injury and Outcomes Network during the 2019 through 2021 seasons. The Headgear cohort was inclusive of high schools from the state of Florida, which mandate the use of ASTM standard F3137 headgear, while the Non-Headgear cohort was inclusive of the remaining states, none of which have headgear mandates. Incidence Rate Ratios (IRR) and 95% Confidence Intervals (CI) were calculated. IRRs with corresponding CIs that excluded 1.00 were deemed statistically significant.Results141 concussions (Headgear: 25; Non-Headgear: 116) and 357,225 Athlete Exposures (AE) were reported (Headgear: 91,074AE; Non-Headgear: 266,151AE) across all games and practices. Overall, the concussion injury rate per 1000AE was significantly higher in the Non-Headgear cohort (0.44) than the Headgear Cohort (0.27) (IRR=1.59, 95% CI:1.03 - 2.45). The IRR was significantly higher for the Non-Headgear cohort during games (1.74, 95% CI: 1.00, 3.02) but not for practices (1.42, 95% CI: 0.71, 2.83).ConclusionsThese findings indicate that concussion rates among high school girls’ lacrosse players not wearing headgear were 59% higher than those wearing headgear. These data support the use of protective headgear to reduce the risk of concussion among high school female lacrosse athletes.SummaryWhat are the new findingsThe use of lacrosse headgear meeting the ASTM F3137 standard was associated with a lower risk of experiencing a concussion injury among high school girls’ lacrosse players.How might these findings impact clinical practice in the future?Lacrosse headgear may be warranted for use for concussion risk mitigation among high school girls’ lacrosse players.Lacrosse headgear may be considered for concussion risk mitigation at other levels of play such as the youth or collegiate levels; further study is warranted.