Gay, Lesbian, and Bisexual Youths' Perceptions of Their High School Environments and Comfort in School

2003 ◽  
Vol 25 (4) ◽  
pp. 225-239 ◽  
Author(s):  
D. E. Elze
Keyword(s):  
High School ◽  
School Environments ◽  
And Bisexual

Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia

2020 ◽  
Author(s):  
Yeny Kusumawati ◽  
◽  
Fresty Africia ◽  
Keyword(s):  
High School ◽  
Policy Implementation ◽  
School Environment ◽  
School Policy ◽  
School Environments ◽  
Analysis Technique ◽  
Edward Iii ◽  
Homeroom Teachers ◽  
Guidance Teachers ◽  
Resource Factor

ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: [email protected]. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01

scholarly journals A Clash of Sexual Gender Norms and Understandings: A Qualitative Study of Homosexual, Bisexual, Transgender, and Queer Adolescents’ Experiences in Junior High Schools

2021 ◽  
pp. 074355842110432
Author(s):  
Catarina Cederved ◽  
Stinne Glasdam ◽  
Sigrid Stjernswärd
Keyword(s):  
High School ◽  
Identity Development ◽  
Junior High School ◽  
Junior High ◽  
Ethical Review ◽  
School Environments ◽  
School Time ◽  
Relational Perspective ◽  
Multiple Challenges ◽  
Depth Interviews

The objective of this study is to explore the inclusiveness of lesbian, gay, bisexual, transgender, and queer (LGBTQ) adolescents in junior high school from the perspective of LGBTQ adolescents in Sweden. Semi-structured in-depth interviews were conducted with 10 GBTQ adolescents, aged 16 to 19. The study was approved by the Swedish Ethical Review Authority (Dnr: 2019-03816). A Braun and Clark inspired thematic analysis was performed through a theoretical lens inspired by Berger and Luckmann. The analysis resulted in three themes: (a) a navigator among peers as friends and bullies, (b) adults in school supported inclusion in and exclusion from the group of peers, and (c) non-heterosexuality and non-binary gender understanding as teaching projects in junior high school. In summary the LGBTQ adolescents face multiple challenges related to identity development in hetero- and cisnormative school environments, including adults and peers and their (re)actions. Inclusive and exclusive strategies exercised by the self, adults, and peers affect adolescents’ experiences of their school time. Initiatives to increase awareness and knowledge about the LGBTQ subject in school can lead to enhanced inclusion, but also to an enhanced sense of not belonging. Inclusive initiatives can contribute to enhanced inclusion or its opposite, motivating further research into LGBTQ adolescents’ experiences of junior high school from a relational perspective.

COVID-19 Trends in Florida K-12 Schools, August 10 – November 14, 2020 (Preprint)

2020 ◽  
Author(s):  
Rebekah Jones
Keyword(s):  
High School ◽  
High Schools ◽  
Mitigation Strategies ◽  
School Environments ◽  
Public Records ◽  
Face To Face ◽  
Department Of Health ◽  
Florida Department ◽  
K 12 ◽  
Case Data

BACKGROUND Florida school case data provides an opportunity to examine the extent to which COVID-19 has been detected and reported in schools through reporting of cases by day, by school level, by location, for both students and staff. Student enrollment across Florida’s 67 districts totals more than 2.67 million, with five of the ten most populated districts in the country within Florida’s public-school system. Schools in Florida’s mix of urban, suburban and rural districts, in addition to the variety of policies ranging from availability of virtual instruction to mandatory-mask mandates, make it an ideal case study for examining larger trends in COVID-19’s prevalence in American schools. This data could help inform decisions makers evaluating mitigation strategies and access to virtual learning, as well as build upon current knowledge of COVID-19 in American society. OBJECTIVE Florida schools began reopening to in-person instruction in August have reported more than 18,000 student and staff cases of COVID-19 as of November 14, 2020. Incidence of COVID-19 cases in K-12 students and staff is of urgent public health concern. METHODS During August 10 – November 14, 2020, laboratory-confirmed cases of COVID-19 in 10,088 students and 4,507 staff in K-12 schools were confirmed by either the Florida Department of Health, or directly from the 43 independently-reporting school districts in the state. School case data, collected daily, and school enrollment data for both in-person (including hybrid) and virtual learning were obtained by public records request to each of Florida’s 67 districts for each week of the study period. Data regarding mask policies were obtained either from each district’s reopening plan, or from public records request. No assessment of school case data or rates with consideration of age groups and mask policies at this scale or with this level of granularity were discovered after an exhaustive search. The Centers for Disease Control (CDC) provides guidance for safely reopening schools, based primarily on the rate of community spread within a given district or county. County COVID-19 case rates were calculated based on new cases over a 14-day period at a rate per 1,000 people based on data reported by the Florida Department of Health. RESULTS During August 10 – November 14, 2020, the state-wide incidence rate (cases per 1,000 students enrolled in face-to-face or hybrid instruction) in Florida high school students (12.5) was 70% higher than younger cohorts (7.4). School data by grade level (e.g. elementary, middle, high) shows trends consistent with earlier findings by the CDC regarding case rates between younger and older adolescents. Staff rates are higher than student rates in all school environments except high schools. The proportion of student to staff cases in Florida schools was closest in the elementary setting (60% students – 40% staff) compared to the high school setting (82% students – 18% staff). CONCLUSIONS Case incidence varies significantly between school grade levels and between students and staff. Staff rates are higher than student rates in all school environments except high schools, and staff benefit most by mandatory-mask mandates. The rate of cases within schools is highly correlated with cases within a community, more than the size of the district by total enrollment. Percent enrollment in face-to-face instruction is a secondary influencer of case incidence rates in schools. In areas with higher pediatric community case rates compared to school case rates, districts may be under-reporting school case totals for students, or “disqualifying” student cases based on when a student tested and whether the case could be directly linked to the school environment. More research is needed to further understand the wealth of data available regarding COVID-19 incidence in Florida, and to develop proper mitigation strategies to confront this unprecedented challenge. CLINICALTRIAL N/A

scholarly journals Saved by the Bell: A Feminist Approach to High School Architecture

2021 ◽  
Author(s):  
◽  
Ekta Nathu
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Equal Opportunity ◽  
Research Area ◽  
School Environments ◽  
School Students ◽  
School Architecture ◽  
And Gender ◽  
And Function

<p>The years spent as high school students are some of the most formative to the development of confidence in identity, and in preparing young people to be resilient adults. The school environments in which development occurs have an imperative role to play in providing space for identity to form freely and in providing equal opportunity for students to succeed. This research will focus on understanding how architecture might provide the space for identities to form freely and how processes and spatial outcomes could encourage this development to happen equitably.  This research engages feminist theory, processes and practices to increase spatial agency and identity agency for students. Encouraging the autonomy of students hopes to influence a sense of purpose and belonging to the space, and help students feel belonging within a community.  The theoretical position of this research is between feminist practice and gender and space. Supporting fields of research include pedagogy and policy. Whilst each existing field is independently expansive in scope, this research explores how these fields intersect, overlap and function when applied to the context of high school architecture.  A design-led methodology will inform four Pieces towards the completion of this research, each considering ‘design’ as the process, outcome and representation strategies. The first Piece, Processes, will involve the design and running of participatory workshops with students. The second Piece, Sites, will include photo analysis of existing schools to uncover what information existing architecture might be disseminating. The third Piece, Interventions, will be the design of actionable guides, posters, zines and ‘take- aways’ that share the findings of the research. The fourth and final Piece, Speculations, will include speculative concept designs that respond to the accumulated knowledge and provoke curiosity for the potential in this research area and way of practicing.  The outcomes of this research, the feminist architectural processes, designs and communication, aim to better understand how to facilitate participation in architecture for identity development and therefore help equalise opportunities in education.</p>

scholarly journals Saved by the Bell: A Feminist Approach to High School Architecture

2021 ◽  
Author(s):  
◽  
Ekta Nathu
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Equal Opportunity ◽  
Research Area ◽  
School Environments ◽  
School Students ◽  
School Architecture ◽  
And Gender ◽  
And Function

<p>The years spent as high school students are some of the most formative to the development of confidence in identity, and in preparing young people to be resilient adults. The school environments in which development occurs have an imperative role to play in providing space for identity to form freely and in providing equal opportunity for students to succeed. This research will focus on understanding how architecture might provide the space for identities to form freely and how processes and spatial outcomes could encourage this development to happen equitably.  This research engages feminist theory, processes and practices to increase spatial agency and identity agency for students. Encouraging the autonomy of students hopes to influence a sense of purpose and belonging to the space, and help students feel belonging within a community.  The theoretical position of this research is between feminist practice and gender and space. Supporting fields of research include pedagogy and policy. Whilst each existing field is independently expansive in scope, this research explores how these fields intersect, overlap and function when applied to the context of high school architecture.  A design-led methodology will inform four Pieces towards the completion of this research, each considering ‘design’ as the process, outcome and representation strategies. The first Piece, Processes, will involve the design and running of participatory workshops with students. The second Piece, Sites, will include photo analysis of existing schools to uncover what information existing architecture might be disseminating. The third Piece, Interventions, will be the design of actionable guides, posters, zines and ‘take- aways’ that share the findings of the research. The fourth and final Piece, Speculations, will include speculative concept designs that respond to the accumulated knowledge and provoke curiosity for the potential in this research area and way of practicing.  The outcomes of this research, the feminist architectural processes, designs and communication, aim to better understand how to facilitate participation in architecture for identity development and therefore help equalise opportunities in education.</p>

Differential Access to High School Counseling, Postsecondary Destinations, and STEM Careers

2016 ◽  
Vol 118 (11) ◽  
pp. 1-36
Author(s):  
Andrea B. Nikischer ◽  
Lois Weis ◽  
Rachel Dominguez
Keyword(s):  
High School ◽  
School Counseling ◽  
School Counselors ◽  
High School Counselors ◽  
Stem Careers ◽  
School Environments ◽  
High School Counseling ◽  
College And Career ◽  
Different Populations

Background/Context Policy makers, school district officials, teachers and parents have embraced science, technology, engineering, and mathematics (STEM) subjects as a way to promote a stronger pipeline to college and career STEM. In so doing, these varied groups seek to raise job prospects for next-generation workers, increase opportunities for low-income and minority students, and enhance U.S. competitiveness in a global economy. Purpose/Objective In this article we explore the ways in which the work of counseling departments in two different school environments shape students’ STEM participation in high school, with important potential consequences for college and career STEM. High school counselors operate at a critical access point to high-level science and math coursework in high school and STEM postsecondary majors and programs after high school. A fuller understanding of the role that school counselors play in improving math and science outcomes and strengthening pathways to STEM is increasingly important, particularly given the push for STEM careers in new global economic context. Research Design In this article we delve deeply into the day-to-day workings of the high school counseling office in two schools that serve markedly different populations of students. Utilizing data gathered through full ethnographic investigation over a 1-year period, we focus on the ways in which the work of counselors collectively constrain and /or enhance short and long-term STEM-linked outcomes for varying populations. We address two interrelated research questions: (1) In what ways and to what extent does the work of counseling departments in two different school environments shape students’ STEM participation in high school? (2) In what ways and to what extent does the work of the counseling departments differ in schools that serve markedly different populations of students in terms of race/ethnicity and socioeconomic status? Conclusions/Recommendations Our data reveal stark differences between students’ high school STEM participation at the two schools. Evidence also points to differences in the work and role of school counselors in aiding students to access STEM in college and career. However, in spite of the fact that one school offers a far more robust pipeline to STEM than does the other, in neither case do the schools take concrete steps to maximize access to STEM in college or career for their top math and science students who express strong inclination in this direction. Although it is arguably the case that a number of factors contribute to STEM college and career outcomes, data highlight the differential yet simultaneously central role of high school counselors in the pipeline to STEM.

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