Cynthia Franklin, Katherine L. Montgomery, Victoria Baldwin, and Linda Webb
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780195385724
- eISBN:
- 9780199914586
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195385724.003.0146
- Subject:
- Social Work, Health and Mental Health
Utilizing a solution-focused approach, an alternative high school in Austin, Texas, has been able to impact multiple risk factors in the lives of youth identified as at risk of dropping out of ...
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Utilizing a solution-focused approach, an alternative high school in Austin, Texas, has been able to impact multiple risk factors in the lives of youth identified as at risk of dropping out of school. Garza High School has become known as a solution-focused alternative school (SFAS) and has participated in various research investigations. The solution-focused approach has been developed into a model school program, recognized by the Texas Education Agency (TEA) as a model dropout prevention program and as providing high academic success for its students. This chapter discusses how Garza High School became and sustained its status as an SFAS. It also offers suggestions and implications for future research on building solution-focused school programs for at-risk students.Less
Utilizing a solution-focused approach, an alternative high school in Austin, Texas, has been able to impact multiple risk factors in the lives of youth identified as at risk of dropping out of school. Garza High School has become known as a solution-focused alternative school (SFAS) and has participated in various research investigations. The solution-focused approach has been developed into a model school program, recognized by the Texas Education Agency (TEA) as a model dropout prevention program and as providing high academic success for its students. This chapter discusses how Garza High School became and sustained its status as an SFAS. It also offers suggestions and implications for future research on building solution-focused school programs for at-risk students.
Joanna Goode, Rachel Estrella, and Jane Margolis
- Published in print:
- 2006
- Published Online:
- August 2013
- ISBN:
- 9780262033459
- eISBN:
- 9780262255929
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262033459.003.0003
- Subject:
- Business and Management, Information Technology
This chapter presents four themes that suggest some reasons why and how high school female students are — or are not — drawn into the field of computer science through their high school experiences. ...
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This chapter presents four themes that suggest some reasons why and how high school female students are — or are not — drawn into the field of computer science through their high school experiences. First, despite the national and local initiatives to “bring schools into the twenty-first century,” researchers discovered that few computer science learning opportunities actually exist at the high school level, especially in schools that serve communities of color. Second, they found that notions of relevance play a key role in influencing females' choices to enroll or not enroll in computer science classes. A limited and narrow presentation of what computer science is as well as what computer scientists actually do impacts students' take on how computer science could further their academic and career endeavors. Third, for the female students who do take computer science, researchers observed an accumulation of negative experiences in classroom settings, where greater male technology experience/expertise and female social isolation and insecurity are part of the cultural landscape. Fourth, all of these experiences are then compounded by the way that computer science is motivated and “interpreted” for the students.Less
This chapter presents four themes that suggest some reasons why and how high school female students are — or are not — drawn into the field of computer science through their high school experiences. First, despite the national and local initiatives to “bring schools into the twenty-first century,” researchers discovered that few computer science learning opportunities actually exist at the high school level, especially in schools that serve communities of color. Second, they found that notions of relevance play a key role in influencing females' choices to enroll or not enroll in computer science classes. A limited and narrow presentation of what computer science is as well as what computer scientists actually do impacts students' take on how computer science could further their academic and career endeavors. Third, for the female students who do take computer science, researchers observed an accumulation of negative experiences in classroom settings, where greater male technology experience/expertise and female social isolation and insecurity are part of the cultural landscape. Fourth, all of these experiences are then compounded by the way that computer science is motivated and “interpreted” for the students.
Lori K. Holleran and Soyon Jung
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195370591
- eISBN:
- 9780199893508
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195370591.003.0003
- Subject:
- Social Work, Children and Families
Adolescent substance use has been a major concern in this country. According to the Monitoring the Future study conducted by the University of Michigan and supported by the National Institute on Drug ...
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Adolescent substance use has been a major concern in this country. According to the Monitoring the Future study conducted by the University of Michigan and supported by the National Institute on Drug Abuse, a high percentage of American youth has tried or currently use various illicit drugs, alcohol, and tobacco. Among the 8th, 10th, and 12th graders surveyed in 2003, for example, one third were using alcohol and one sixth smoked cigarettes. In addition, many adolescents use illegal drugs including marijuana, ecstasy, and LSD. Approximately 17% reported illicit drug use during the month prior to the survey and 37% reported that they had tried it at least once during their lifetime. This chapter discusses the substance use/abuse screening methods that school mental health professionals can easily utilize. It presents a summary table of screening tools developed particularly for the adolescent population. It discusses two screening instruments — Problem-Oriented Screening Instruments for Teenagers (POSIT) and Rutgers Alcohol Problem Index (RAPI) — which are considered most efficient at school settings. This information covers how to administer the instruments and how to interpret the results. Finally, a case example is provided to demonstrate the techniques described in the chapter.Less
Adolescent substance use has been a major concern in this country. According to the Monitoring the Future study conducted by the University of Michigan and supported by the National Institute on Drug Abuse, a high percentage of American youth has tried or currently use various illicit drugs, alcohol, and tobacco. Among the 8th, 10th, and 12th graders surveyed in 2003, for example, one third were using alcohol and one sixth smoked cigarettes. In addition, many adolescents use illegal drugs including marijuana, ecstasy, and LSD. Approximately 17% reported illicit drug use during the month prior to the survey and 37% reported that they had tried it at least once during their lifetime. This chapter discusses the substance use/abuse screening methods that school mental health professionals can easily utilize. It presents a summary table of screening tools developed particularly for the adolescent population. It discusses two screening instruments — Problem-Oriented Screening Instruments for Teenagers (POSIT) and Rutgers Alcohol Problem Index (RAPI) — which are considered most efficient at school settings. This information covers how to administer the instruments and how to interpret the results. Finally, a case example is provided to demonstrate the techniques described in the chapter.
Angela McMillan Howell
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9781617038815
- eISBN:
- 9781621039761
- Item type:
- book
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781617038815.001.0001
- Subject:
- Sociology, Race and Ethnicity
This book attempts to shift focus away from why black youth are “problematic” to explore what their daily lives actually entail. The book focuses on the small community of Hamilton, Alabama, to ...
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This book attempts to shift focus away from why black youth are “problematic” to explore what their daily lives actually entail. The book focuses on the small community of Hamilton, Alabama, to investigate what it is like for a young black person to grow up in the contemporary rural South. What the book finds is that the young people of Hamilton are neither idly passing their time in a stereotypically languid setting, nor are they being corrupted by hip hop culture and the perils of the urban North, as many pundits suggest. Rather, they are dynamic and diverse young people making their way through the structures that define the twenty-first-century South. Told through the poignant stories of several high school students, the book reveals a group that is often rendered invisible in society. Blended families, football sagas, crunk music, expanding social networks, and a nearby segregated prom are just a few of the fascinating juxtapositions. The book uses personal biography, historical accounts, sociolinguistic analysis, and community narratives to illustrate persistent racism, class divisions, and resistance in a new context. It addresses contemporary issues, such as moral panics regarding the future of youth in America and educational policies that may be well meaning but are ultimately misguided.Less
This book attempts to shift focus away from why black youth are “problematic” to explore what their daily lives actually entail. The book focuses on the small community of Hamilton, Alabama, to investigate what it is like for a young black person to grow up in the contemporary rural South. What the book finds is that the young people of Hamilton are neither idly passing their time in a stereotypically languid setting, nor are they being corrupted by hip hop culture and the perils of the urban North, as many pundits suggest. Rather, they are dynamic and diverse young people making their way through the structures that define the twenty-first-century South. Told through the poignant stories of several high school students, the book reveals a group that is often rendered invisible in society. Blended families, football sagas, crunk music, expanding social networks, and a nearby segregated prom are just a few of the fascinating juxtapositions. The book uses personal biography, historical accounts, sociolinguistic analysis, and community narratives to illustrate persistent racism, class divisions, and resistance in a new context. It addresses contemporary issues, such as moral panics regarding the future of youth in America and educational policies that may be well meaning but are ultimately misguided.
Ben Kirshner
- Published in print:
- 2015
- Published Online:
- March 2016
- ISBN:
- 9781479861316
- eISBN:
- 9781479805563
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479861316.003.0004
- Subject:
- Psychology, Social Psychology
This chapter discusses a case involving the closure of a high school. School personnel, community leaders, and youth had formed the Student Leadership Council after a contentious spring culminated in ...
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This chapter discusses a case involving the closure of a high school. School personnel, community leaders, and youth had formed the Student Leadership Council after a contentious spring culminated in the closing of the school. Researchers approached the group to ask if they could form a partnership to document their experiences as well as the experiences of their peers. The chapter discusses what ensued for young people whose interests were not represented adequately in a school closure decision. It chronicles what young people wanted from their school and why they objected to the decision to close it. It also offers an object lesson in why stronger opportunities for student voice and participation are needed in the struggle for educational equity.Less
This chapter discusses a case involving the closure of a high school. School personnel, community leaders, and youth had formed the Student Leadership Council after a contentious spring culminated in the closing of the school. Researchers approached the group to ask if they could form a partnership to document their experiences as well as the experiences of their peers. The chapter discusses what ensued for young people whose interests were not represented adequately in a school closure decision. It chronicles what young people wanted from their school and why they objected to the decision to close it. It also offers an object lesson in why stronger opportunities for student voice and participation are needed in the struggle for educational equity.
Douglas A. Feldman, Ndashi W. Chitalu, Peggy O'Hara Murdock, Ganapati Bhat, Orlando Gómez-Marín, Jeffrey Johnson, Kasonde Mwinga, and K. Sridutt Baboo
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813032535
- eISBN:
- 9780813039305
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813032535.003.0008
- Subject:
- Society and Culture, Ethical Issues and Debates
This chapter examines how the stigma of AIDS results in negative attitudes and a lack of empathy toward persons with AIDS among high school students in Zambia. It describes attitudes toward HIV/AIDS ...
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This chapter examines how the stigma of AIDS results in negative attitudes and a lack of empathy toward persons with AIDS among high school students in Zambia. It describes attitudes toward HIV/AIDS and people living with HIV/AIDS among 204 male and female public high school students in Lusaka. The findings reveal that the pervasiveness of AIDS in Zambia has not resulted in a destigmatization of the epidemic and that many people distance themselves from HIV infection by seeing AIDS sufferers as the “other”, making strong moral judgments against those who are infected with the virus.Less
This chapter examines how the stigma of AIDS results in negative attitudes and a lack of empathy toward persons with AIDS among high school students in Zambia. It describes attitudes toward HIV/AIDS and people living with HIV/AIDS among 204 male and female public high school students in Lusaka. The findings reveal that the pervasiveness of AIDS in Zambia has not resulted in a destigmatization of the epidemic and that many people distance themselves from HIV infection by seeing AIDS sufferers as the “other”, making strong moral judgments against those who are infected with the virus.
Ron Avi Astor and Rami Benbenishty
- Published in print:
- 2018
- Published Online:
- December 2018
- ISBN:
- 9780190663049
- eISBN:
- 9780190663070
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190663049.003.0007
- Subject:
- Social Work, Children and Families, Research and Evaluation
This chapter examines the relationships between suicide ideations and behaviors and school victimization, bullying, and school climate. The chapter reviews the evidence on the prevalence of suicide ...
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This chapter examines the relationships between suicide ideations and behaviors and school victimization, bullying, and school climate. The chapter reviews the evidence on the prevalence of suicide among youth and its relationships with peer victimization and identifies gaps in knowledge. The chapter suggests that the social context and the climate of the school are moderating the relationships between bullying and suicide. Despite the importance of school experiences for adolescents, only a few studies have attempted to conceptualize and empirically investigate the relationships between school-level contextual characteristics and suicidal ideation. Based on the model of school violence and bullying in context, the chapter presents a study of suicide ideation among high school students in California. The study examined student-level, school-level, and cross-level interactions predicting suicide ideation. The chapter discusses the implications of the findings for a public health approach to the prevention of students suicide ideation.Less
This chapter examines the relationships between suicide ideations and behaviors and school victimization, bullying, and school climate. The chapter reviews the evidence on the prevalence of suicide among youth and its relationships with peer victimization and identifies gaps in knowledge. The chapter suggests that the social context and the climate of the school are moderating the relationships between bullying and suicide. Despite the importance of school experiences for adolescents, only a few studies have attempted to conceptualize and empirically investigate the relationships between school-level contextual characteristics and suicidal ideation. Based on the model of school violence and bullying in context, the chapter presents a study of suicide ideation among high school students in California. The study examined student-level, school-level, and cross-level interactions predicting suicide ideation. The chapter discusses the implications of the findings for a public health approach to the prevention of students suicide ideation.
Ben Kirshner
- Published in print:
- 2015
- Published Online:
- March 2016
- ISBN:
- 9781479861316
- eISBN:
- 9781479805563
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479861316.003.0002
- Subject:
- Psychology, Social Psychology
This chapter offers a case study of sociopolitical development for two young people, Gabriela and Luis, who experienced marginalization linked to their class, ethnic, and linguistic backgrounds; this ...
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This chapter offers a case study of sociopolitical development for two young people, Gabriela and Luis, who experienced marginalization linked to their class, ethnic, and linguistic backgrounds; this marginalization became most conspicuous in displays of anti-immigrant sentiment on Cinco de Mayo. It describes details a Critical Civic Inquiry project developed by students to raise awareness about racism and xenophobia at their school. It shows what practices of critique and collective agency looked like as they unfolded in the course project and how Gabriela and Luis made meaning of their experiences. Experiences like these should be more common for all young people, but particularly for those struggling with a social order that tracks and excludes them in ways that go unrecognized. Sociopolitical development, in this account, extends, but does not replace widely accepted practices of Social Emotional Learning (SEL) and positive youth development (PYD).Less
This chapter offers a case study of sociopolitical development for two young people, Gabriela and Luis, who experienced marginalization linked to their class, ethnic, and linguistic backgrounds; this marginalization became most conspicuous in displays of anti-immigrant sentiment on Cinco de Mayo. It describes details a Critical Civic Inquiry project developed by students to raise awareness about racism and xenophobia at their school. It shows what practices of critique and collective agency looked like as they unfolded in the course project and how Gabriela and Luis made meaning of their experiences. Experiences like these should be more common for all young people, but particularly for those struggling with a social order that tracks and excludes them in ways that go unrecognized. Sociopolitical development, in this account, extends, but does not replace widely accepted practices of Social Emotional Learning (SEL) and positive youth development (PYD).
Nicholas L. Syrett
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9781469629537
- eISBN:
- 9781469629551
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469629537.003.0010
- Subject:
- History, European Medieval History
Following World War II, the age of first marriage dipped to an all-century low. Numbers of teen brides and grooms soared through the early 1960s, and then quickly dissipated. While early marriage fit ...
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Following World War II, the age of first marriage dipped to an all-century low. Numbers of teen brides and grooms soared through the early 1960s, and then quickly dissipated. While early marriage fit right into a United States bent on fighting the Cold War with domestic stability at home, experts, journalists, and academics also bemoaned the large numbers of high school students who married in these decades. This chapter argues that the uptick in early marriage, especially among white urban and suburban dwellers, was caused by conflicting messages about sex, which resulted in premarital pregnancies and shotgun weddings; a nationwide emphasis on domesticity; and by cravings by teenagers for adulthood, symbolized through marriage. While rates of early marriage for rural and nonwhite residents remained steady, the real change here was a white middle-class early marriage surge, which is what resulted in all the expert hand-wringing.Less
Following World War II, the age of first marriage dipped to an all-century low. Numbers of teen brides and grooms soared through the early 1960s, and then quickly dissipated. While early marriage fit right into a United States bent on fighting the Cold War with domestic stability at home, experts, journalists, and academics also bemoaned the large numbers of high school students who married in these decades. This chapter argues that the uptick in early marriage, especially among white urban and suburban dwellers, was caused by conflicting messages about sex, which resulted in premarital pregnancies and shotgun weddings; a nationwide emphasis on domesticity; and by cravings by teenagers for adulthood, symbolized through marriage. While rates of early marriage for rural and nonwhite residents remained steady, the real change here was a white middle-class early marriage surge, which is what resulted in all the expert hand-wringing.
Ralph W. Hingson and Aaron M. White
- Published in print:
- 2013
- Published Online:
- May 2013
- ISBN:
- 9780199655786
- eISBN:
- 9780191757082
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199655786.003.0016
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
This chapter explores: alcohol use among people under the legal drinking age in the United States; the consequences of their drinking; and proven prevention strategies. In the United States, it is ...
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This chapter explores: alcohol use among people under the legal drinking age in the United States; the consequences of their drinking; and proven prevention strategies. In the United States, it is illegal to sell alcohol to persons under age twenty-one. In 2010 nationwide 14% of eighth (usually thirteen-year-olds), 29% of tenth (usually fifteen-year-olds), and 41% of twelfth (usually seventeen-year-olds) graders drank alcohol, and 5% of eighth, 15% of tenth, and 27% of twelfth graders reported being drunk at least once per month. Older teens drink more. High school students who are frequent binge drinkers are more likely to engage in a variety of high-risk behaviours: driving after drinking, riding with drinking drivers, not wearing seat belts, carrying weapons, unplanned and unprotected sex, and illicit drug use. Human brain development continues into the third decade of life, raising concerns that heavy adolescent alcohol misuse may produce greater cognitive deficits relative to adults. Longitudinal research indicates heavy use of alcohol and other drugs during the teenage years predicts lower scores on tests of memory and attention.Less
This chapter explores: alcohol use among people under the legal drinking age in the United States; the consequences of their drinking; and proven prevention strategies. In the United States, it is illegal to sell alcohol to persons under age twenty-one. In 2010 nationwide 14% of eighth (usually thirteen-year-olds), 29% of tenth (usually fifteen-year-olds), and 41% of twelfth (usually seventeen-year-olds) graders drank alcohol, and 5% of eighth, 15% of tenth, and 27% of twelfth graders reported being drunk at least once per month. Older teens drink more. High school students who are frequent binge drinkers are more likely to engage in a variety of high-risk behaviours: driving after drinking, riding with drinking drivers, not wearing seat belts, carrying weapons, unplanned and unprotected sex, and illicit drug use. Human brain development continues into the third decade of life, raising concerns that heavy adolescent alcohol misuse may produce greater cognitive deficits relative to adults. Longitudinal research indicates heavy use of alcohol and other drugs during the teenage years predicts lower scores on tests of memory and attention.
Shirmel Hayden
- Published in print:
- 2014
- Published Online:
- September 2015
- ISBN:
- 9780823257966
- eISBN:
- 9780823268924
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823257966.003.0019
- Subject:
- Society and Culture, Cultural Studies
In this chapter, a former intern at the Watts Labor Community Action Committee (WLCAC) shares her perceptions of Watts and her experience in a program designed to encourage high school students to ...
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In this chapter, a former intern at the Watts Labor Community Action Committee (WLCAC) shares her perceptions of Watts and her experience in a program designed to encourage high school students to pursue a college education. The WLCAC is a community-based, nonprofit public benefit organization that aims to improve the quality of life for the residents of Watts and South Central Los Angeles. She sees Rodia as an example of someone who opposed “social paradigms that governed societies, stereo typed people, and allowed in equality to exist.” His life and his work expressed a vision “that spoke silently against preconceived notions about America.” In Watts she sees a community “that fights every day for equality with regard to food, housing, education, health, and employment”.Less
In this chapter, a former intern at the Watts Labor Community Action Committee (WLCAC) shares her perceptions of Watts and her experience in a program designed to encourage high school students to pursue a college education. The WLCAC is a community-based, nonprofit public benefit organization that aims to improve the quality of life for the residents of Watts and South Central Los Angeles. She sees Rodia as an example of someone who opposed “social paradigms that governed societies, stereo typed people, and allowed in equality to exist.” His life and his work expressed a vision “that spoke silently against preconceived notions about America.” In Watts she sees a community “that fights every day for equality with regard to food, housing, education, health, and employment”.
Ruqayya Yasmine Khan
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814776469
- eISBN:
- 9780814777466
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814776469.003.0012
- Subject:
- Religion, Religion and Society
This chapter offers scholars a nonethnographic way to explore children's religious worlds with an in-depth analysis of the author's experiences developing surveys with Bosnian Muslim high school ...
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This chapter offers scholars a nonethnographic way to explore children's religious worlds with an in-depth analysis of the author's experiences developing surveys with Bosnian Muslim high school students. This case study made use of a two-stage process involving the use of a small-sample pilot survey (120 respondents, with open-ended questions) before conducting a large-sample survey. Such a process of surveying is nothing unusual as regards survey methods. What is important here is that because it provided direct access to the prevailing words, idioms, themes, ideas, and expressions of the youths being surveyed, it proved invaluable when coding responses into forced-choice options for the large-sample survey. Inadvertently, this two-stage process had come to engage the students as “consultants” in the project.Less
This chapter offers scholars a nonethnographic way to explore children's religious worlds with an in-depth analysis of the author's experiences developing surveys with Bosnian Muslim high school students. This case study made use of a two-stage process involving the use of a small-sample pilot survey (120 respondents, with open-ended questions) before conducting a large-sample survey. Such a process of surveying is nothing unusual as regards survey methods. What is important here is that because it provided direct access to the prevailing words, idioms, themes, ideas, and expressions of the youths being surveyed, it proved invaluable when coding responses into forced-choice options for the large-sample survey. Inadvertently, this two-stage process had come to engage the students as “consultants” in the project.
