Middle School Prevention Program Reduces Risk That Youth Will Begin Sexual Activity by Ninth Grade

2010 ◽  
Vol 42 (2) ◽  
pp. 138-138
Author(s):  
P. Doskoch
Keyword(s):  
Middle School ◽  
Sexual Activity ◽  
Prevention Program ◽  
Ninth Grade ◽  
School Prevention Program

scholarly journals Examining the Bystander Effect and Sexual Violence: Do Middle School Prevention Programs Work? [Russell Sage College]

2019 ◽  
Author(s):  
Gabriela Beatriz Cardona ◽  
Michelle Napierski-Prancl
Keyword(s):  
Middle School ◽  
Sexual Assault ◽  
Sexual Harassment ◽  
Middle Schools ◽  
Prevention Program ◽  
Bystander Effect ◽  
Statistical Significance ◽  
Prevention Programs ◽  
Data Set ◽  
School Prevention Program

Since the horrific murder of Kitty Genovese in 1964, sociologists have been concerned with better understanding and hopefully, reducing incidents of the bystander effect. This study builds upon past work by examining the bystander effect in cases of sexual harassment and victimization with a focus on middle school students.  Given the #metoo movement, Christine Blasey Ford’s testimony against Judge Kavanaugh and the proposed changes to college campus policies on sexual assault proposed by Secretary of Education Betsy Devos, this study on sexual assault and the bystander effect is culturally relevant and timely. Past studies have found that prevention programs influence bystander participation. The research discovered that bystander participation varies depending on the diverse types of sexual assault and harassment. This research will examine the bystander effect in middle school adolescents dealing with sexual harassment, assault, or violence in schools. An analysis of adolescents’ belief on whether they can prevent sexual assault in their schools will be conducted. This research wishes to understand what characteristics contribute to students being active bystanders, someone who acts. The Experimental Evaluation of a Youth Dating Violence Prevention Program in NYC Middle Schools data set is utilized in this study. The sample size is 2,655 students from inner-city middle schools. All statistical analysis is conducted with SPSS. Chi-square, Gamma, and Cramer’s V are used to test statistical significance and strength of relationships. The results are interesting. Out of the seven hypotheses, three were found to be statistically significant. Gender, age, and in some cases attendance at a school prevention program had a significant effect on bystander intervention. In contrast, race and in other cases attendance at a school prevention program were not significant. The varying results towards student’s participation in prevention programs raises future questions on how prevention programs effect bystander effect.

School Families: Implementation and Evaluation of a Middle School Prevention Program

1997 ◽  
Vol 76 (1) ◽  
pp. 82-89 ◽  
Author(s):  
David M. Lawson ◽  
Andrew L. McClain ◽  
Susan Matlock-Hetzel ◽  
Michael Duffy ◽  
Rose Urbanovski
Keyword(s):  
Middle School ◽  
Prevention Program ◽  
School Prevention Program

scholarly journals On Track or Derailed? Race, Advanced Math, and the Transition to High School

2021 ◽  
Vol 7 ◽  
pp. 237802312098029
Author(s):  
Yasmiyn Irizarry
Keyword(s):  
High School ◽  
Middle School ◽  
Longitudinal Study ◽  
Ninth Grade ◽  
Transition To High School ◽  
Performance Factors ◽  
Recent Scholarship ◽  
Racial Gaps ◽  
Accelerated Math ◽  
Research And Policy

Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.

scholarly journals Dissemination of CATCH My Breath, a middle school E-Cigarette prevention program

2021 ◽  
Vol 113 ◽  
pp. 106698
Author(s):  
Steven H. Kelder ◽  
Dale S. Mantey ◽  
Duncan Van Dusen ◽  
Tara Vaughn ◽  
Marcella Bianco ◽  
...  
Keyword(s):  
Middle School ◽  
Prevention Program
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