A plan to eliminate the overlapping in high-school and college science courses

Dr. Hopkins is one of the few American women to have held a doctorate in science and a license to practice before the U.S. Patent and Trademark Office. Her career included academia, industry, and government. Esther was born Esther Arvilla Harrison on September 16, 1926, in Stamford, Connecticut. She was the second of three children born to George Burgess Harrison and Esther Small Harrison. Her father was a chauffeur and sexton at a church, and her mother worked in domestic service. Neither of her parents had an advanced education. Her father had some high school education; her mother attended only primary school. However, both of her parents wanted to make sure their children had a good education. When Esther was three and a half years old, her mother took her along to register her older brother for school. Because Esther was taller than her brother, the teacher suggested that she take the test to start school. She passed the test and was able to start kindergarten at the age of three and a half! She and her brother went to school together all through elementary school. Boys and girls were separated in junior high school; in high school they remained separate but attended the same school. She decided in junior high school that she wanted to be a brain surgeon. This was because she met a woman doctor in Stamford who had an office in one of the buildings that her father cleaned. The woman was a physician and graduate of Boston University Medical School. Esther decided that she wanted to be just like her. Therefore, when Esther entered high school, she chose the college preparatory math and science track. She took as many science courses as possible in order to get into Boston University. She spent a lot of time at the local YWCA, becoming a volunteer youth leader. One speaker at a YWCA luncheon discouraged her from entering science and suggested that she become a hairdresser. Esther was hurt but not discouraged by this. She graduated from Stamford High School in 1943.

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Traditional and Block Scheduling for College Science Preparation: A Comparison of College Science Success of Students Who Report Different High School Scheduling Plans

The High School Journal ◽

10.1353/hsj.2006.0007 ◽

2006 ◽

Vol 89 (4) ◽

pp. 22-33 ◽

Cited By ~ 10

Author(s):

Kristen M. Dexter ◽

Robert H. Tai ◽

Philip Michael Sadler

Keyword(s):

High School ◽

Block Scheduling ◽

College Science ◽

High School Scheduling ◽

School Scheduling

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Who Pays the Price for Parental Education–Occupation Mismatch? Evidence From an Israeli City

SAGE Open ◽

10.1177/2158244019835916 ◽

2019 ◽

Vol 9 (1) ◽

pp. 215824401983591

Author(s):

Yariv Feniger ◽

Anastasia Gorodzeisky ◽

Michal Krumer-Nevo

Keyword(s):

High School ◽

High School Students ◽

Parental Education ◽

Maternal Education ◽

Social Research ◽

Specific Aspect ◽

Negative Consequences ◽

School Students ◽

Science Courses ◽

School Truancy

In recent years, education–occupation mismatch has become an important area of social research. However, little is known about its impact on the intergenerational transmission of educational attainment. This study investigates the possible negative consequences of a specific aspect of parental education–occupation mismatch, also known as overeducation, for high school students. Drawing from a sample of high school students in an Israeli city with a high incidence of overeducation, our analysis suggests that parental education–occupation mismatch does not affect student expectations for progressing to higher education. The results did reveal, however, that maternal education–occupation mismatch is related to school truancy among boys and girls, and that paternal education–occupation mismatch contributes to lower odds of enrollment in advanced science courses, especially among boys.

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