scholarly journals Associations between socio-economic status (including school- and pupil-level interactions) and student perceptions of school environment and health in English secondary schools

2018 ◽  
Vol 44 (5) ◽  
pp. 748-762 ◽  
Author(s):  
Nichola Shackleton ◽  
Elizabeth Allen ◽  
Leonardo Bevilacqua ◽  
Russell Viner ◽  
Chris Bonell
Keyword(s):  
Secondary Schools ◽  
Student Perceptions ◽  
School Environment ◽  
Economic Status ◽  
Socio Economic Status ◽  
Environment And Health ◽  
Perceptions Of School

Peer Victimization and Dating Violence Among LGBTQ Youth

2016 ◽  
Vol 16 (2) ◽  
pp. 156-173 ◽  
Author(s):  
Dorothy L. Espelage ◽  
Gabriel J. Merrin ◽  
Tyler Hatchel
Keyword(s):  
High School Students ◽  
Sexual Orientation ◽  
School Violence ◽  
Peer Victimization ◽  
Student Perceptions ◽  
School Environment ◽  
Self Report ◽  
School Students ◽  
Lgbtq Youth ◽  
Perceptions Of School

This study examined the moderating role of school violence and peer victimization on the association between sexual orientation and mental health. The sample consisted of 11,794 high school students ( Mage = 16, SD = 1.23; female assigned at birth = 51%; 1.8% identified as transgender) across 23 schools. Participants completed a self-report survey that assessed sexual orientation, ethnicity, gender identity, victimization experiences (e.g., peer and dating), perceptions of school violence and crime, as well as anxiety and suicidality. Multilevel analyses indicated that lesbian, gay, bisexual, questioning, and transgender (LGBTQ) individuals with lower rates of victimization had significantly lower rates of suicidality compared to LGBTQ individuals with higher rates of victimization. LGBTQ individuals in schools with high student perceptions of school violence and crime had higher suicidality than their non-LGBTQ counterparts. LGBTQ youth in schools with lower school violence and crime levels had lower rates of suicidality than their non-LGBTQ counterparts. Interventions need to consider multiple forms of victimization and school environment as potential risk and protective factors for LGBTQ youth.

School climate perceptions of ethnically diverse students: Does school diversity matter?

2018 ◽  
Vol 39 (6) ◽  
pp. 625-645 ◽  
Author(s):  
Leandra Parris ◽  
Jesslynn Rocha Neves ◽  
Tamika La Salle
Keyword(s):  
School Climate ◽  
School Improvement ◽  
Student Perceptions ◽  
School Environment ◽  
Cultural Awareness ◽  
School Connectedness ◽  
Risky Behaviors ◽  
Future Research ◽  
School Diversity ◽  
Perceptions Of School

Student perceptions of school climate have been linked to a number of outcome variables; specifically, more positive perceptions of school climate are associated with academic achievement, social and emotional wellness, and reduced risky behaviors. Considering student perceptions of school climate can help to guide the selection and implementation of culturally-responsive, targeted school improvement efforts. Further, the ways that students experience and perceive the school environment have been shown to vary based on student reported racial/ethnic identity. In the present study, moderation analyses established a significant impact of school diversity (i.e., high diversity or low diversity) on the relationship between student race/ethnicity, perceptions of school climate, and associated subscales including school connectedness, peer and adult support, and cultural awareness. Contrary to prior research, as school diversity increased, perceptions of school climate decreased, with Asian participants least affected. Implications of the findings and directions for future research are discussed.

School Adjustment Among Boys and Girls of Secondary Schools in the Perspective of their Socio Economic Status, Parent-Child Interaction and Emotional Maturity

2004 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
B G Sudha ◽  
N L Nagar
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Economic Status ◽  
School Adjustment ◽  
Emotional Maturity ◽  
Socio Economic Status ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

The main purpose of the present study was to examine school adjustment among secondary school boys and girls in relation to their socio-economic status, parent-child interaction and emotional maturity. It was found that the students having high parent-child interaction have significantly better school adjustment.

scholarly journals Parents Socio-Economic Factors as it Affect Students Academic Performance in Selected Public Secondary Schools in Ado Local Government Area of Ekiti State

2020 ◽  
pp. 144-148
Author(s):  
E. F. Fakunle ◽  
B. K. Ajayi
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Local Government ◽  
Secondary Schools ◽  
Economic Status ◽  
Local Government Area ◽  
Socio Economic Status ◽  
Non Governmental Organizations ◽  
The Rich ◽  
The Government

The study examined the influence of parent’s socio-economic status on the academic performance of students in selected public secondary schools in Ado Local government Area of Ekiti State, Nigeria. The study used stratified sampling techniques to select two hundred and five (205) students from five (5) public schools. Also, data on students’ academic performance was obtained from students results in four core subjects. Data obtained was analyzed using descriptive and inferential statistical techniques. The study revealed that parents attitudes, parents socio-economic status, insufficient parental incomes, and lack of funding by the government are factors influencing students’ academic performance. Based on these findings, certain recommendations are made towards improving students’ academic performance, prominent of these include proper funding of education by government, sensitisation of parents towards their children education, increase in parental salaries in line with the current economic situation as well as the provision of adequate books and facilities in schools to breach the gap between the rich and the poor and the support of Non-Governmental Organizations (NGO) to eradicate poverty.

Impact of Parents’ Socio Economic Status on Academic Achievement of Secondary School Agricultural Students in Konshisha Local Government

2019 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Economic Status ◽  
Educational Background ◽  
Socio Economic Status ◽  
Reliability Method ◽  
Agricultural Students ◽  
The Impact

This study was on the impact of parents’ socio economic status on academic achievement of secondary schools agricultural students in Konsisha Local Government. Specific objectives for the study were: identify the impact of family structure on academic achievement of secondary school agricultural students in Konshisha Local Government, investigate the impact of parents’ educational background on academic achievement of secondary school agricultural students in Konshisha Local Government and ascertain the impact of parents’ income on academic achievement of secondary school agricultural students in Konshisha Local Government. Three research questions were raised and answered by the study. The design for the study was survey research design. Population for the study was 440 while purposive sampling technique was adopted for this study. A structured questionnaire titled: Parents’ Socio-economic Status Questionnaire (PSESQ) was used for data collection. The instrument was validated by three experts. Cronbach Alpha reliability method was used to determine the internal consistency of the instrument and a coefficient of 0.81 was obtained. All the administered copies of the questionnaire were retrieved and analyzed using Mean, Standard Deviation and t – test. It was found out that academic achievement of students in secondary schools could be impacted by 4 family structures, 6 parents’ educational background and 6 impact of parents’ income on academic achievement of students in secondary schools. It was therefore, recommended that, Students from good socio economic background should use the opportunity to attain good academic heights, parents should provide basic school needs for their children to enable them attain good academic heights and parents should seek varying sources of income so that they can meet up with the school needs of their children.

Muslim Parents' Activism in the Multicultural Education (MCE) Curriculum

2001 ◽  
Vol 18 (3) ◽  
pp. 51-89
Author(s):  
Gulafshan Alavi
Keyword(s):  
Public Schools ◽  
Multicultural Education ◽  
School System ◽  
Economic Status ◽  
Public School System ◽  
The Public ◽  
Socio Economic Status ◽  
Diversity Curriculum ◽  
Perceptions Of School

The purpose of this paper is to study the role of parental involvementin the public school system and its effects on Muslim students'achievements, their perceptions of school culture, and the feeling in thecommunity-at-large about Islam. The study analyzes two neighboringcommunities of Muslims in the State of Connecticut, Stamford andNorwalk. The paper also studies the Multicultural Education(MCE)/Diversity curriculum in public schools to find effective waysfor Muslim parents to become involved in their children's education. Inthis context, an examination will be made of education issues affectingMuslim families: ways of increasing achievement scores; the roleplayed by the socio-economic status of a student and hisher schoolingexperience; the importance of the teacher; and the positive relationshipbetween the MCEDversity curriculum and the ideals of democracythat we cherish in this country.

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