scholarly journals Creating a culture of academic success in an urban science and math magnet high school

2005 ◽  
Vol 89 (3) ◽  
pp. 392-417 ◽  
Author(s):  
Cory A. Buxton
Keyword(s):  
High School ◽  
Academic Success ◽  
Urban Science ◽  
Magnet High School

scholarly journals What Lies beneath Sustainable Education? Predicting and Tackling Gender Differences in STEM Academic Success

2021 ◽  
Vol 13 (4) ◽  
pp. 1671
Author(s):  
Maura A. E. Pilotti
Keyword(s):  
High School ◽  
Academic Success ◽  
Gender Roles ◽  
Gender Bias ◽  
Interior Design ◽  
Female Students ◽  
Gender Inequalities ◽  
Stem Fields ◽  
High School Gpa ◽  
Traditional Gender Roles

In many societies across the globe, females are still underrepresented in science, technology, engineering, and math (STEM fields), although they are reported to have higher grades in high school and college than males. The present study was guided by the assumption that the sustainability of higher education critically rests on the academic success of both male and female students under conditions of equitable educational options, practices, and contents. It first assessed the persistence of familiar patterns of gender bias (e.g., do competencies at enrollment, serving as academic precursors, and academic performance favor females?) in college students of a society in transition from a gender-segregated workforce with marked gender inequalities to one whose aims at integrating into the global economy demand that women pursue once forbidden careers thought to be the exclusive domain of men. It then examined how simple indices of academic readiness, as well as preferences for fields fitting traditional gender roles, could predict attainment of key competencies and motivation to graduate (as measured by the average number of credits completed per year) in college. As expected, females had a higher high school GPA. Once in college, they were underrepresented in a major that fitted traditional gender roles (interior design) and over-represented in one that did not fit (business). Female students’ performance and motivation to graduate did not differ between the male-suited major of business and the female-suited major of interior design. Male students’ performance and motivation to graduate were higher in engineering than in business, albeit both majors were gender-role consistent. Although high school GPA and English proficiency scores predicted performance and motivation for all, preference for engineering over business also predicted males’ performance and motivation. These findings offered a more complex picture of patterns of gender bias, thereby inspiring the implementation of targeted educational interventions to improve females’ motivation for and enrollment in STEM fields, nowadays increasingly available to them, as well as to enhance males’ academic success in non-STEM fields such as business.

Hip-Hop, the “Obama Effect,” and Urban Science Education

2012 ◽  
Vol 114 (2) ◽  
pp. 1-24 ◽  
Author(s):  
Christopher Emdin ◽  
Okhee Lee
Keyword(s):  
Science Education ◽  
Academic Success ◽  
Urban Youth ◽  
Hip Hop ◽  
Science Classrooms ◽  
Urban Science Education ◽  
Hip Hop Culture ◽  
Urban Science ◽  
Science Educators

Background/Context With the ever increasing diversity of schools, and the persistent need to develop teaching strategies for the students who attend today's urban schools, hip-hop culture has been proposed to be a means through which urban youth can find success in school. As a result, studies of the role of hip-hop in urban education have grown in visibility. Research targeted toward understanding the involvement of urban youth in hip-hop and finding ways to connect them to school often rest primarily on the role of rap lyrics and focus exclusively on language arts and social studies classes. Purpose of the Study The purpose of this article is to move beyond the existing research on science education by utilizing an ongoing study to interrogate hip-hop culture, its relation to the “Obama effect,” and the role of hip-hop culture in creating new possibilities for urban youth in science. The discussion of hip-hop in urban schooling is grounded in the concept of social capital to explain what makes hip-hop youth who they are and how this knowledge can become a tool for supporting their academic success. Specifically, the discussion is based on theoretical constructs related to hip-hop in urban settings, including social networks, identity, and realness and emotional energy. Research Design To explore the complexities of hip-hop and the impact of the artifacts it generates on urban science education, we examined qualitative data illustrating the enactment of hip-hopness or a hip-hop identity in urban science classrooms. Specifically, we examined the “Obama effect” and its connection to hip-hop and science education. Findings The findings indicate that when teachers bring hip-hop into their science instruction, certain markers of interest and involvement that were previously absent from science classrooms become visible. Especially, the examples of the Obama effect in urban high school science classrooms in this article illustrate that science educators can strengthen hip-hop youth's connections to school and science by consistently using the science-related decisions President Obama is making as opportunities to teach science. Conclusions By engaging in a concerted focus on hip-hop culture, science educators can connect urban youth to science in ways that generate a genuine recognition of who they are, an appreciation of their motivation for academic success, and an understanding of how to capitalize on hip-hop culture for their identities as science learners. Such efforts can eventually lead urban youth to become “the best and brightest” in the science classroom and pursue careers in science-related fields.

scholarly journals Gender achievement gaps: the role of social costs to trying hard in high school

2020 ◽  
Vol 23 (6) ◽  
pp. 1407-1427 ◽  
Author(s):  
Joseph Workman ◽  
Anke Heyder
Keyword(s):  
High School ◽  
Academic Success ◽  
Female Students ◽  
Social Costs ◽  
Male And Female ◽  
Academic Effort ◽  
Social Incentives ◽  
Using Data ◽  
Gender Achievement

AbstractIn American high schools female students put greater effort into school and outperform boys on indicators of academic success. Using data from the High School Longitudinal Study of 2009, we found female students’ greater academic effort and achievement was partly explained by different social incentives to trying hard in school experienced by male and female students. Males were 1.75 times as likely to report they would be unpopular for trying hard in school and 1.50 times as likely to report they would be made fun of for trying hard in school. Social costs to trying hard in school were directly associated with less rigorous mathematics course-taking and indirectly associated with lower GPA in STEM courses through lower academic effort.

The Influence of Bullying Behaviours on Sense of School Connectedness, Motivation and Self-Esteem

2005 ◽  
Vol 15 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Jason L. Skues ◽  
Everarda G. Cunningham ◽  
Trilochan Pokharel
Keyword(s):  
High School ◽  
Academic Success ◽  
School Connectedness ◽  
Self Esteem ◽  
Female Students ◽  
Intervention Programs ◽  
Male Students ◽  
School Based ◽  
Being Bullied ◽  
Males And Females

AbstractThe aim of the current study was to examine how bullying by peers relates to self-esteem, school connectedness and motivation for academic success in an Australian high school. Questionnaires were completed by 975 students across years 7 to 12. As predicted, male students were subjected to more direct forms of bullying than female students. However, contrary to expectations, there were no significant differences between males and females in their reported experience of indirect forms of bullying. Also, students in the lower year levels of high school reported being bullied more frequently than students in high year levels. Findings supported predictions that students who were bullied by their peers at school tended to report having lower levels of self-esteem, feeling less connected to their peers, teachers and school, and being less motivated to perform well at school. These results may have implications for school-based intervention programs that are designed to reduce bullying behaviours.

scholarly journals FAKTOR-FAKTOR YANG MEMPENGARUHI MINAT SISWA MEMILIH SEKOLAH DI SMA NURIS JEMBER

2019 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Weni Kurnia Rahmawati ◽  
Abdurrahman Ahmad
Keyword(s):  
High School ◽  
Academic Success ◽  
Sampling Technique ◽  
Student Interest ◽  
Descriptive Research ◽  
Analysis Technique ◽  
Early School ◽  
Teachers And Students ◽  
Quota Sampling ◽  
Value Measure

The interest of students to enter in high school is important because it also encourages schools to continue to improve their quality so as to create good relationships between schools, graduates, stakeholders, and parents of students. This study aims to determine the factors that influence student interest in school at Nurul Islam Jember High School. This research is a descriptive research. The sampling technique is quota sampling. The data analysis technique uses factor analysis. The results of the study show that the Kaiser-Meyer-Olkin value Measure of Sampling Adequacy is greater than 0.50 which is equal to 0.721> 0.50 and the value of Barlett’s Test of Sphericity (Sig.) 0,000 <0.05. The MSA value for the variable under study is greater than 0.50 except for the variable q26 or question number 26 where the value of MSA is 0.375 <0.50 so that this variable is not used. the conclusions of the study are the factors that influence students choosing schools in Nurul Islam Jember High School consisting of 25 variables grouped into 7 factors. The first factor was the influence of parents with Initial Eigenvalues of 5.131, Peers with Initial Eigenvalues 4.185, Academic Success with Initial Eigenvalues 2,899, Early school experience with Initial Eigenvalues 1,563, Attitudes toward work with Initial Eigenvalues 1,284, Relations between teachers and students with Initial Eigenvalues 1,140, The emotional atmosphere of the school with Initial Eigenvalues 1.110. Suggestions for research are so that further research can measure the influence of each variable.

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