The Crime of Punishment: Racial and Gender Disparities in the use of Corporal Punishment in U.S. Public Schools

1995 ◽  
Vol 64 (4) ◽  
pp. 454 ◽  
Author(s):  
James F. Gregory
2020 ◽  
Vol 44 (1) ◽  
pp. 88-96 ◽  
Author(s):  
Cassandra A. Bailey ◽  
Betsy E. Galicia ◽  
Kalin Z. Salinas ◽  
Melissa Briones ◽  
Sheila Hugo ◽  
...  

2015 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Umemetu Momoh ◽  
Nkechi Obiweluozor

This study examined principals’ administrative effectiveness in the implementation of quality assurance standards in public secondary schools in Edo and Delta States. To guide the study, three hypotheses were raised. The study adopted the descriptive research design. The population of the study comprised all the principals and teachers in the public secondary schools in Edo and Delta States, Nigeria. Simple random sampling technique was used to select 240 principals and 720 teachers from the schools. Data was collected using ‘Administrative Effectiveness and Implementation of Quality Assurance Standards Questionnaire (AEIQASQ)’ to find out principals’ level of administrative effectiveness in the implementation of quality assurance standards using the Normative mean of 62.5 which was established from the instrument as the benchmark for effectiveness. The findings revealed that principals’ administrative effectiveness was high in the public secondary schools in Edo and Delta States. There was also a significant relationship between administrative effectiveness and implementation of quality assurance standards in the States based on principals’ gender and experience. It was therefore recommended that since principals in public schools are effective, Government should provide them with adequate funds and all necessary support to ensure that quality assurance standards are fully implemented in the schools. Also, experience and gender should be considered in appointing principals among other criteria as experienced female principals were found to be more effective.


2011 ◽  
Vol 84 (3) ◽  
pp. 246-259 ◽  
Author(s):  
Carey E. Cooper ◽  
Cynthia A. Osborne ◽  
Audrey N. Beck ◽  
Sara S. McLanahan

Diabetes ◽  
2021 ◽  
Vol 70 (Supplement 1) ◽  
pp. 584-P
Author(s):  
JACLYNN M. HAWKINS ◽  
NIKOLAS J. KOSCIELNIAK ◽  
ROBIN NWANKWO ◽  
MARTHA M. FUNNELL ◽  
KATHERINE A. KLOSS ◽  
...  

2016 ◽  
Vol 70 (3) ◽  
Author(s):  
S. Kalaboka ◽  
J.P. Piau ◽  
G. King ◽  
D. Moreau ◽  
M. Choquet ◽  
...  

Aim. We investigated the relationship between sex (genetic/biological) and gender (environmental/ cultural) factors in relation to adolescent tobacco smoking. Methods. A representative sample of 11,582 students from French secondary public schools participated in the study by completing a self-administered, standardised questionnaire. Results. Using the WHO classification for smoking in the youth, 15.6% of the adolescents were regular smokers, 7.7% occasional smokers, 17.9% experimental smokers and 4.8% ex-smokers, with no statistically significant gender difference. Taking non-smoking as a reference, puberty had a much greater effect on the likelihood of being a regular smoker [OR=18.0 (95% Confidence Interval: 9.6- 32)] than of being an experimental/occasional smoker [OR=3.7 (2.9-4.6)] among girls. For boys, the effect of puberty was not as great [OR=4.7 (3.5-6.5)] for regular vs. [OR=2.1 (1.8-2.5)] for experimental/occasional smokers). Similarly, illicit drug use had a larger effect on the likelihood of being regular smoker vs. non-smoker [OR=15.0 (12.0-20.0) in boys and 12 (8.8-16.0) in girls] than of being experimental/occasional smoker vs. a non-smoker [OR=4.8 (3.7-6.1) and 2.9 (2.1-3.9) respectively]. Other factors related to regular smoking were exposure to passive smoking and regular alcohol consumption. Living with both parents was a protective factor for life and regular smoking in both genders. Conclusions. Our results show that influential factors of sex-related (puberty), gender-specific (environmental tobacco smoking, alcohol consumption, drug abuse) or sex/gender (regular sexual intercourse) are related to the smoking behaviour in French adolescents.


2015 ◽  
Vol 2 ◽  
pp. 765-772 ◽  
Author(s):  
Sabra L. Katz-Wise ◽  
Bethany Everett ◽  
Emily A. Scherer ◽  
Holly Gooding ◽  
Carly E. Milliren ◽  
...  

2018 ◽  
Vol 42 (1) ◽  
pp. 19-19 ◽  
Author(s):  
Nauman Khalid ◽  
Sarah A. Ahmad ◽  
Evan Shlofmitz ◽  
Lovely Chhabra

2018 ◽  
Vol 15 (3) ◽  
pp. 408-421
Author(s):  
Sharoni D. Little ◽  
La Verne A. Tolbert

In Christian, private, and public schools, Black boys are forced to endure educational environments that promulgate the stereotype of their supposed intellectual inadequacy and “troublesome” behavior. Deficit-based narratives, fueled by historical racist and sexist stereotypes, contend that Black boys are deviant, disengaged, disruptive, undisciplined, unintelligent, problematic, confrontational, threatening, and difficult to teach – all in a place that should be safe and affirming – schools. In this article, we examine how racial and gender stereotypes reify the educational plight of Black boys, and negatively influence key educational foci, including teacher expectations, pedagogy, curricula, institutional climate/culture, student assessment, and disciplinary matters.


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