Why some early college high school students do not transition to a 4‐year college: An exploration of perceived barriers and schooling experiences on students’ transition plans

2019 ◽  
Vol 56 (7) ◽  
pp. 1117-1138 ◽  
Author(s):  
Bryan C. Hutchins ◽  
Nina Arshavsky ◽  
Julie A. Edmunds
Keyword(s):  
High School ◽  
High School Students ◽  
Early College High School ◽  
Perceived Barriers ◽  
Early College ◽  
School Students ◽  
Transition Plans ◽  
Schooling Experiences

Leadership styles predict career readiness in early college high-school students

2018 ◽  
Vol 55 (5) ◽  
pp. 476-489
Author(s):  
Sofia Villarreal ◽  
Jared A. Montoya ◽  
Phyllis Duncan ◽  
Esther Gergen
Keyword(s):  
High School ◽  
High School Students ◽  
Leadership Styles ◽  
Early College High School ◽  
Career Readiness ◽  
Early College ◽  
School Students

scholarly journals Blind Date Poetry: Introducing Poetry to Today’s High School Students

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Rottmann
Keyword(s):  
High School ◽  
High School Students ◽  
Instructional Method ◽  
Early College High School ◽  
Early College ◽  
Motivation To Learn ◽  
Personal Interest ◽  
School Students ◽  
Class Session ◽  
High School English

This study examined an early college high school English teacher's instructional method of introducing poetry through Blind Date Poetry. Blind Date Poetry was created by the teacher to introduce her students to 25 poems in a 90-min class session. The study was to find if the poetry introduction engaged and motivated students to learn poetry. The collected data showed that students preferred autonomy, quick decision-making, and personal interest when being introduced to poetry. Also, the instructional method increased students’ engagement and motivation to learn about the poems they had chosen.

scholarly journals Addressing college access and success gaps in traditionally underrepresented populations: The North Carolina early college high school model

2016 ◽  
Vol 2 (1) ◽  
pp. 82-93
Author(s):  
Dean Roughton
Keyword(s):  
High School ◽  
North Carolina ◽  
High School Students ◽  
Economic Status ◽  
Early College ◽  
Completion Rates ◽  
Underrepresented Populations ◽  
School Students ◽  
High School Graduation Rates ◽  
The North

Most states now allow qualifying high school students to take college courses free, or at a reduced rate, while still enrolled in secondary education, saving students and their families tens of thousands of dollars. Increased access, however, has not necessarily led to increased student success in terms of academic achievement and completion rates, especially among students from traditionally underrepresented populations. Racial and ethnic minorities, first-generation students, and students from low socio-economic status (SES) families continue to have lower than average college completion rates. The North Carolina early college model, in particular, has demonstrated effectiveness in improving high school graduation rates and college readiness among traditionally underrepresented populations.

scholarly journals Zapotec Identity as a Matter of Schooling

2019 ◽  
Vol 13 (2) ◽  
pp. 66 ◽  
Author(s):  
Rafael Vásquez
Keyword(s):  
High School ◽  
Ethnic Identity ◽  
High School Students ◽  
Educational Success ◽  
School Students ◽  
Indigenous Identity ◽  
Indigenous Students ◽  
Mexican Students ◽  
Schooling Experiences ◽  
Depth Interviews

Little research has been dedicated to Indigenous Mexican students’ education and their sociocultural adaptation to U.S. schools, which includes their ethnic identity as significant to their schooling experiences. This study examines Zapotec-origin youth, original to the state of Oaxaca, Mexico, and how their Indigenous identity can positively impact their education. Often, educators have limited knowledge about Mexico’s ethnoracial groups, presume that their Mexican students share indistinguishable characteristics, and are unaware that Indigenous students are ever-present in their classrooms. Through in-depth interviews, this study reveals how Zapotec high school students assert their Indigenous identity as a basis for developing viable approaches for their overall educational success.

Prevalence and Social-Environmental Correlates of Sports Team Participation Among Alternative High School Students

2011 ◽  
Vol 8 (5) ◽  
pp. 606-612 ◽  
Author(s):  
Karen E. Johnson ◽  
Martha Y. Kubik ◽  
Barbara J. McMorris
Keyword(s):  
High School ◽  
High School Students ◽  
Low Income ◽  
Mixed Model ◽  
Alternative High School ◽  
Perceived Barriers ◽  
School Staff ◽  
School Students ◽  
Sports Team ◽  
Social Environmental

Background:Alternative high school (AHS) students have low levels of physical activity (PA) and high rates of overweight/obesity. Sports team participation, a specific form of PA, is associated with increased PA and decreased overweight/obesity in general adolescent populations. However, little is known about the prevalence and correlates of sports team participation among AHS students.Methods:In 2006, students (n = 145; mean age = 17 years; 52% male; 61% minorities; 64% low-income) attending 6 AHS in Minneapolis/St. Paul completed self-administered surveys. Mixed model logistic regression was used to examine cross-sectional associations between sports team participation and school staff support for PA, friend support for PA, and perceived barriers to PA.Results:Among students, 40% participated on ≥ 1 sports teams. Odds of participating on a sports team were positively associated with support for PA from school staff (OR = 1.12, P = .014) and friends (OR = 1.15, P = .005), but inversely associated with perceived barriers to PA (OR = 0.95, P = .014).Conclusion:Results suggest that efforts to increase sports team participation among AHS students should target social-environmental factors. Further study is warranted.

scholarly journals Assessing Postsecondary Barriers for Rural Appalachian High School Students

2019 ◽  
Vol 28 (1) ◽  
pp. 165-181
Author(s):  
Melinda M. Gibbons ◽  
Anna Lora Taylor ◽  
Emily Brown ◽  
Stephanie K. Daniels ◽  
Erin E. Hardin ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Cultural Values ◽  
Social Cognitive ◽  
Career Barriers ◽  
Perceived Barriers ◽  
Contextual Influences ◽  
School Students ◽  
Quantitative Studies ◽  
Values And Beliefs

Social cognitive career theory indicates that perceived barriers negatively affect career and educational self-efficacy beliefs and may also impact interests, goals, and actions. However, measurement of barriers has produced mixed results, and few quantitative studies explore the perceived barriers of rural Appalachian students. In this series of studies, we explored the perceived educational and career barriers of rural Appalachian high school students. Our goal was to identify perceived barriers, but as initial results were analyzed, we then shifted to how best to measure barriers and how culture impacted the reporting of barriers by rural Appalachian students. The results of our mixed-method series of studies offer ideas on how cultural values and beliefs may skew reporting of contextual influences on career and education.

scholarly journals School Surveillance in Context: High School Students’ Perspectives on CCTV, Privacy, and Security

2020 ◽  
Vol 52 (7) ◽  
pp. 1312-1330
Author(s):  
Michael Birnhack ◽  
Lotem Perry-Hazan
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Experience ◽  
Closed Circuit ◽  
School Students ◽  
Privacy And Security ◽  
Contextual Integrity ◽  
12Th Grade ◽  
Schooling Experiences ◽  
Perceptions Of School

This study examines high school students’ perceptions of school closed-circuit television systems (CCTVs). It draws on interviews conducted with 83 adolescents recruited from 10th- to 12th-grade classes at 39 Israeli schools. The findings indicate that students’ perceptions of CCTVs are embedded in their overall opinions about their school, particularly concerning relationships and trust between students and educators. The various metaphors that students used to describe their relational position regarding school CCTVs highlight that surveillance has become part of the organizational–educational experience. The findings also show that students’ scrutiny of school CCTVs reflects a conflict between privacy and security concerns. Students resolve this conflict by resorting to various balances, which echo general constitutional principles but were also anchored in the students’ personal schooling experiences. While building on Nissenbaum’s framework of contextual integrity for assessing privacy violations, we challenge its assumption of a uniform set of informational norms within a given context.

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