Selection into, and academic benefits from, arts-related courses in middle school among low-income, ethnically diverse youth.

2020 ◽  
Vol 14 (4) ◽  
pp. 415-432 ◽  
Author(s):  
Adam Winsler ◽  
Taylor V. Gara ◽  
Alenamie Alegrado ◽  
Sonia Castro ◽  
Tanya Tavassolie
Keyword(s):  
Middle School ◽  
Low Income ◽  
Ethnically Diverse ◽  
Academic Benefits ◽  
Diverse Youth

scholarly journals Perceived Barriers to Recommended Diet and Physical Activity Patterns Among Ethnically Diverse Middle School Students

2007 ◽  
Vol 5 (4) ◽  
pp. 21-31 ◽  
Author(s):  
Shaunna Carter ◽  
Cindy Wolff ◽  
Jean Schuldberg ◽  
Keiko Goto
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Low Income ◽  
Ethnically Diverse ◽  
Peer Pressure ◽  
Perceived Barriers ◽  
School Students ◽  
Activity Promotion ◽  
Hmong Students

The purpose of this cross-sectional, descriptive study was to examine perceived barriers to the adoption of recommended dietary and physical activity behaviors in low income ethnically diverse middle school students. Respondents completed surveys in sixth and eighth grade (n=289): 37% (n=100) of whom were Hmong, 34% (n=92) White, and 18% (n=57) Non-Asian, Non-White (NANW). Chi square and ANOVA were used to test the hypothesis that there were significant differences in perceived barriers for the adoption of recommended dietary and physical activity behaviors among ethnic groups. At 46%, significantly more Hmong versus White (12%) and NANW (16%) students indicated that cost was a significant barrier to fruit and vegetable availability at home (p=.001). In addition, 51% of Hmong students versus 33% of White and 34% of NANW students indicated that peer pressure was a barrier to the consumption of fruits and vegetables (p=.002). At 33%, significantly fewer Hmong students reported meeting the guidelines for physical activity compared to White students (52%, p=.016). Furthermore, Hmong students believed that being physically active every day was less important to their family members compared to non-Hmong students (p=.004). These results indicate that there is a need for culturally specific nutrition education and physical activity promotion with a particular focus on reducing obstacles to the adoption of recommended dietary patterns and physical activity for Hmong middle school students.

scholarly journals Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence

2017 ◽  
Vol 61 (1) ◽  
pp. 99-125 ◽  
Author(s):  
Patricia Wonch Hill ◽  
Julia McQuillan ◽  
Amy N. Spiegel ◽  
Judy Diamond
Keyword(s):  
Middle School ◽  
Low Income ◽  
Structural Equation ◽  
Ethnically Diverse ◽  
Positive Association ◽  
The United States ◽  
Equation Model ◽  
Science Identity ◽  
Science Interest ◽  
Reflected Appraisal

Why are some youth more likely to think of themselves as a science kind of person than others? In this paper, we use a cognitive social-theoretical framework to assess disparities in science identity among middle school–age youth in the United States. We investigate how discovery orientation is associated with science interest, perceived ability, importance, and reflected appraisal, and how they are related to whether youth see themselves, and perceive that others see them, as a science kind of person. We surveyed 441 students in an ethnically diverse, low-income middle school. Gender and race/ethnicity are associated with science identity but not with discovery orientation. Structural equation model results show that the positive association between discovery orientation and science identity is mediated by science interest, importance, and reflected appraisal. These findings advance understanding of how science attitudes and recognition may contribute to the underrepresentation of girls and/or minorities in science.

scholarly journals Increasing Breakfast Consumption and Decreasing Childhood Obesity in Low-Income, Ethnically Diverse Youth

2015 ◽  
Vol 47 (4) ◽  
pp. S99
Author(s):  
Jennifer Orlet Fisher ◽  
H. Polonsky ◽  
K. Bauer ◽  
S. Sherman ◽  
M. Abel ◽  
...  
Keyword(s):  
Childhood Obesity ◽  
Low Income ◽  
Ethnically Diverse ◽  
Breakfast Consumption ◽  
Diverse Youth

Successful leadership in a rural, high-poverty school: the case of County Line Middle School

2014 ◽  
Vol 52 (4) ◽  
pp. 422-445 ◽  
Author(s):  
Hans W. Klar ◽  
Curtis A. Brewer
Keyword(s):  
Middle School ◽  
Service Learning ◽  
Low Income ◽  
Leadership Practices ◽  
Leadership Strategies ◽  
High Poverty ◽  
Content Type ◽  
School Principalship ◽  
Successful School

Purpose – In this paper, the authors present a case study of successful school leadership at County Line Middle School. The purpose of the paper is to identify how particular leadership practices and beliefs were adapted to increase student achievement in this rural, high-poverty school in the southeastern USA. Design/methodology/approach – After purposefully selecting this school, the authors adapted interview protocols, questionnaires, and analysis frameworks from the International Successful School Principalship Project to develop a multi-perspective case study of principal leadership practices at the school. Findings – The findings illustrate the practices which led to students at this school, previously the lowest-performing in the district, achieving significantly higher on state standardized tests, getting along “like a family,” and regularly participating in service learning activities and charity events. A particularly interesting finding was how the principal confronted the school's negative self-image and adapted common leadership practices to implement a school-wide reform that suited its unique context. Research limitations/implications – While the findings of the study explicate the specific ways the principal adapted leadership strategies to enhance student learning, this study also highlights the need to understand how principals become familiar with their community's needs, cultures, norms, and values, and exercise leadership in accordance with them. Practical implications – The case offers an example of the need for context-responsive leadership in schools. In particular, it illustrates how this principal enacted leadership strategies that successfully negotiated what Woods (2006) referred to as the changing politics of the rural. To realize this success, the principal utilized his understanding of this low income, rural community to guide his leadership practices. Critically, part of this understanding included the ways the community was connected to and isolated from dominant sub-urban and urban societies, and how to build enthusiasm and capacity through appeals to local values. Originality/value – While it is widely acknowledged that school leaders need to consider their school and community contexts when making leadership decisions, less research has focussed on understanding how this can be achieved. This case provides rich examples of how this was accomplished in a rural, high-poverty middle school.

Teen Dating Violence Help-Seeking Intentions and Behaviors Among Ethnically and Racially Diverse Youth: A Systematic Review

2021 ◽  
pp. 152483802098556
Author(s):  
Diana M. Padilla-Medina ◽  
Jessica R. Williams ◽  
Kristen Ravi ◽  
Bernadette Ombayo ◽  
Beverly M. Black
Keyword(s):  
Systematic Review ◽  
Dating Violence ◽  
Ethnic Differences ◽  
Help Seeking ◽  
Ethnically Diverse ◽  
Teen Dating Violence ◽  
Racial And Ethnic Differences ◽  
And Behaviors ◽  
Teen Dating ◽  
Diverse Youth

Teen dating violence (TDV) affects millions of youth in the United States and globally each year. A systematic review was conducted to examine the help-seeking intentions and behaviors of youth between the ages of 12 and 19 based on racial and ethnic differences. Considering the high prevalence of TDV among racially and ethnically diverse youth, previous systematic reviews have recommended that future scholarship address help-seeking intentions and behaviors among racially and ethnically diverse youth. The methodologies and results of TDV and help-seeking studies published since 2000 were reviewed and analyzed. A systematic search of peer-reviewed journal articles published in English was conducted using an electronic search. The rigorous search identified 10 studies that addressed help-seeking intentions and behaviors and racial and ethnic differences in youth meeting eligibility requirements. The search yielded few studies, indicating a need to conduct future research in this area. The strength of the studies’ methodologies limited generalizability and external validity. The studies primarily addressed differences among African American and Latino youth. Youth relied on informal sources of support, with youth from both groups preferring to seek help from parents and friends. Mistrust, lack of closeness, and feelings of mistrust, shame, and embarrassment informed youths’ help-seeking intentions and behaviors. Racially and ethnically specific factors such as negative perceptions of father figures, familism, acculturation, and traditional gender role notions were identified as barriers to help-seeking. As part of appraising and synthesizing the evidence, recommendations for research, practice, and policy are presented.

Methods for Using Ecological Momentary Assessment to Assess Weight-related Behaviors in the Home Environment of Children from Low-Income, Racially/Ethnically Diverse and Immigrant Households (Preprint)

2021 ◽  
Author(s):  
Amanda Trofholz ◽  
Allan Tate ◽  
Mark Janowiec ◽  
Angela Fertig ◽  
Katie Loth ◽  
...  
Keyword(s):  
Native American ◽  
Phase I ◽  
Home Environment ◽  
Low Income ◽  
Ecological Momentary Assessment ◽  
Ethnically Diverse ◽  
Conducting Phase ◽  
The Family ◽  
Ecological Momentary ◽  
Momentary Assessment

BACKGROUND Ecological momentary assessment (EMA) is an innovative tool to capture in-the-moment health behaviors as people go about their regular lives. EMA is an ideal tool to measure weight-related behaviors, such as parent feeding practices, stress, and dietary intake, as these occur on a daily basis and vary across time and context. A recent systematic review recommended standardized reporting of EMA design for studies that address weight-related behaviors. OBJECTIVE This manuscript describes in detail the EMA design of the Family Matters study. METHODS Family Matters is an incremental, two-phased, mixed-methods study conducted with a racially/ethnically diverse and immigrant/refugee sample from largely low-income households designed to examine the risk and protective factors for childhood obesity in the home environment. The Family Matters study intentionally recruited White, Black, Hmong, Latino, Native American, and Somali parents with young children. Parents in Phase I of the study completed eight days of EMA on their smart phones, which included 1) signal-contingent surveys (e.g., asking about the parent’s stress at the time of the survey); 2) event-contingent surveys (e.g., descriptions of the meal the child ate); 3) end-of-day surveys (e.g., overall assessment of the child’s day).cribes in detail the EMA design of the Family Matters study. RESULTS A detailed description of EMA strategies, protocols, and methods used in Phase I of the Family Matters study is provided. Compliance with EMA surveys and participant time spent completing EMA surveys is presented, stratified by race/ethnicity. Additionally, lessons learned while conducting Phase I EMA are shared to document how EMA methods were improved and expanded upon for Phase II. CONCLUSIONS Results from this study provide an important next step in identifying best practices for EMA use in assessing weight-related behaviors in the home environment.

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