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Fitting In, Standing Out
In American high schools, teenagers must navigate complex youth cultures that often prize being 'real' while punishing difference. Adults may view such social turbulence as a timeless, ultimately harmless rite of passage, but changes in American society are intensifying this rite and allowing its effects to cascade into adulthood. Integrating national statistics with interviews and observations from a single school, this book explores this phenomenon. It makes the case that recent macro-level trends, such as economic restructuring and technological change, mean that the social dynamics of high school can disrupt educational trajectories after high school; it looks at teenagers who do not fit in socially at school - including many who are obese or gay - to illustrate this phenomenon; and it crafts recommendations for parents, teachers and policy-makers about how to protect teenagers in trouble. The result is a story of adolescence that hits home with anyone who remembers high school.
eBook
Fitting in, standing out : navigating the social challenges of high school to get an education
\"In American high schools, teenagers must navigate complex youth cultures that often prize being \"real\" while punishing difference. Adults may view such social turbulence as a timeless, ultimately harmless rite of passage, but changes in American society are intensifying this rite and allowing its effects to cascade into adulthood. Integrating national statistics with interviews and observations from a single school, this book explores this phenomenon. It makes the case that recent macro-level trends, such as economic restructuring and technological change, mean that the social dynamics of high school can disrupt educational trajectories after high school; it looks at teenagers who do not fit in socially at school, including many who are obese or gay, to illustrate this phenomenon; and it crafts recommendations for parents, teachers, and policymakers about how to protect teenagers in trouble. The end result is a story of adolescence that hits home with anyone who remembers high school\"--Provided by publisher.
Book
Going Places Transition Scheme
Designed to support children with additional needs into their first year of secondary school in a safe and confident way, this resource provides all that is needed for schools to achieve a successful transition for all their children. The resource will give the students an opportunity to: become familiar with the layout of their new school; feel confident and safe about attending secondary school; become familiar with other students who will be attending their new school; and develop coping strategies to support their transition. Sessions include: Eating lunch, Secondary school lessons, Keeping safe and home-school links. Templates for timetables, games, charts, certificates and other resources are provided on the accompanying CD.
eBook
Transition from primary
An insight into how one large secondary school, the Castle School in Gloucestershire, works to ease the transition from primary to secondary school for their new set of Year 7s. The programme follows Sue Hill, the Head of Year 7, during the crucial period in June as she visits the feeder primary schools and meets up with every new student. Sue talks about the juggling act required to ensure each form is well balanced and how she organises Induction Day to work for the benefit of all concerned. We also find out about their special scheme for pupils who may find the move particularly difficult and see how the current Year 7s are helping to allay the fears of the newcomers.
Streaming Video
A taste of secondary
How do you introduce final year primary pupils to life in secondary school? We follow the work of three schools in Brighton and their different approaches to induction.Two of the schools have traditional induction days with the children enjoying a taste of life in secondary school, using the IT suites, science labs and drama studios. The third has done away with the induction day, replacing it with a meet the mentor event for parents and students together.As we see the children signing shirts, giving the teachers goodbye presents and celebrating the end of their life at junior school with a school disco, it seems clear that the transfer to secondary is a rite of passage for young people. The film includes contributions from Professor Maurice Galton from the Faculty of Education at Cambridge University and Professor Barbara McGilchrist of the Institute of Education.
Streaming Video
Freshman Academies and their impact on high school ninth grade students
The purpose of this case study was to examine the relationship that a Freshman Academy Program at Dunlap High School had with graduating students (a) school attendance rates, (b) discipline detention referral rates, (c) student achievement based on the number of D and F semester grades, (d) student achievement based on academic achievement testing, and (d) how faculty members, both those teaching in the academy and those who did not, perceived the success of the Freshman Academy. The study was designed using a cohort model while analyzing data to determine whether there are relationships that exist between the use of a ninth grade transition program and the success of the students in high school. The cohort data from the years before and after implementation of the Freshman Academy at Dunlap High School in Dunlap, Illinois were analyzed to determine if the academy was successful in the attendance, discipline, and academic achievement of these students. A survey was administered to the faculty and staff to determine their perception of the Freshman Academy concept and its effectiveness for students at Dunlap High School.
Dissertation
Pipeline Dreams
In the United States, women are more likely than men to enter and complete college, but they remain underrepresented among baccalaureates in science-related majors. We show that in a cohort of college entrants who graduated from high school in 2004, men were more than twice as likely as women to complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields, including premed fields, and more likely to persist in STEM/biomed after entering these majors by sophomore year. Conversely, women were more than twice as likely as men to earn baccalaureates in a health field, although persistence in health was low for both genders. We show that gender gaps in high school academic achievement, self-assessed math ability, and family-work orientation are only weakly associated with gender gaps in STEM completion and persistence. Gender differences in occupational plans, by contrast, are strongly associated with gender gaps in STEM outcomes, even in models that assume plans are endogenous to academic achievement, self-assessed math ability, and family-work orientation. These results can inform efforts to mitigate gender gaps in STEM attainment.
Journal Article
Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools: A Meta-Analysis and Narrative Review
This meta-analysis and narrative review synthesizes the literature on classroom goal structures and their relationships with student outcomes, focusing additionally on the ways in which these constructs are operationalized across research studies. Specifically, this study evaluates the relationships between students' perceptions of mastery and performance classroom goal structures and secondarily of teacher support as related to academic achievement and motivational and psychological outcomes. The findings document that students' perception of the mastery emphasis of their classrooms is related to a number of positive socio-emotional outcomes and to academic achievement measures and that extrinsically focused classroom goal structures have an overall negative effect on academic achievement. Also, teachers' socioemotional and instructional support was found to relate positively to students' academic achievement, particularly to normed achievement measures rather than grades, as well as to socio-emotional factors including selfefficacy, interest in class, and prosocial behaviors and goals.
Journal Article
Weight-Based Victimization Among Adolescents in the School Setting: Emotional Reactions and Coping Behaviors
Weight-based victimization is a frequent experience for adolescents, but little is known about their emotional reactions and coping strategies in response to weight-based teasing and bullying. The present study examined the ways that adolescents cope with experiences of weight-based victimization at school. An initial sample of 1,555 students from two high schools in central Connecticut completed a comprehensive battery of self-report measures to assess their experiences of weight-based teasing and bullying at school, affective responses to these experiences, and coping strategies used to deal with incidents of weight-based victimization. Only those students who reported experiencing weight-based victimization (N = 394) were included for the purposes of the present study. Of this sub-sample, 56% were females, 84% were Caucasian, and the mean age was 16.4 years. Weight-based victimization resulted in 40–50% of adolescents feeling sad and depressed, worse about themselves, bad about their body, angry, and some feeling afraid. Gender differences emerged with respect to how boys and girls react to experiences of weight-based victimization. However, structural equation model estimates demonstrated that both boys and girls who reported negative affect in response to weight-based victimization were more likely to use coping strategies of avoidance (e.g., avoiding gym class), increased food consumption, and binge eating. Binary logistic regressions showed that the odds of students skipping school or reporting that their grades were harmed because of weight-based teasing increased by 5% per teasing incident, even after controlling for gender, age, race, grades, and weight status. To our knowledge, this study is the first systematic examination of affective reactions and coping strategies among overweight adolescents in response to weight-based victimization. These findings can inform efforts to assist overweight youth to cope adaptively with weight-based victimization.
Journal Article