scholarly journals Authentic Marine Research Experiences for Low-Income and First Generation High School Students Used to Level the Playing Field and Decrease Attrition in STEM

2021 ◽  
Vol 35 (1) ◽  
pp. 16-30
Author(s):  
Dieuwertje J. Kast
Keyword(s):  
High School ◽  
High School Students ◽  
Low Income ◽  
First Generation ◽  
School Students ◽  
Research Experiences ◽  
Marine Research ◽  
Playing Field

Intersectional Understandings of On-Time High School Graduation and College Readiness for Traditionally Marginalized High School Students

2019 ◽  
Vol 30 (5) ◽  
pp. 424-443
Author(s):  
Nakia M. Gray-Nicolas ◽  
Chandler P. Miranda
Keyword(s):  
High School ◽  
High School Students ◽  
Postsecondary Education ◽  
College Readiness ◽  
Low Income ◽  
Students Of Color ◽  
First Generation ◽  
Marginalized Students ◽  
School Students ◽  
Students First

Conventional definitions of “on-time graduation” and “college readiness” often place the needs of traditionally marginalized students (first-generation, low-income, immigrant and/or students of color) in a deficit light. This multi-case study explores how school leaders at two public high schools are redefining and reframing these policies for their specific student populations. The findings suggest that extending graduation beyond 4 years and using intersectional understandings of college readiness increase traditionally marginalized students’ opportunities to finish high school and pursuing postsecondary education.

Abstract P188: Building A Pipeline To Address San Joaquin Health Inequity

Hypertension ◽  
2020 ◽  
Vol 76 (Suppl_1) ◽  
Author(s):  
Maha Siddiqui
Keyword(s):  
High School ◽  
Health Disparities ◽  
High School Students ◽  
Precision Medicine ◽  
Low Income ◽  
First Generation ◽  
Design Thinking ◽  
Health Inequity ◽  
School Students ◽  
Lack Of Physicians

Introduction: San Joaquin Valley (SJV) is the most underserved valley for health care with the lowest ratios of physicians for any region in California. For the last 40 years, SJV continues to face health inequity and disparities with not enough physicians to tend to the community. With a diverse community of low income and minority groups, the lack of physicians do not represent the workforce of SJV. Many of the talented youth who aspire to be physicians from SJV leave to bigger cities rather than coming back to enrich their vulnerable communities. Objectives: I created no cost pipeline medical programs (summer program, year long internships and online class) for SJV high school students to increase diversity in the medical profession, encourage underrepresented in medicine (URM) students to pursue medicine and come back to SJV to practice medicine in an effort to lower the patient provider gap. Methods: I trained and provided mentorship to medically ambitious low-income high school students in the programs to better understand SJV health inequity to instill a passion in them to come back after their medical education to practice medicine in SJV. Through the program, students learned about SJV health disparities and applied precision medicine to their own health inequity projects in SJV. Findings: -About 46% (33 of 72) of program participants were first generation -About 47% (34 of 72) of program participants identified as URM -About 65% (47 of 72) of program participants aspire to practice medicine in SJV -About 83% (60 of 72) of program participants feel that the pipeline program has helped them solidify their passion in medicine -About 100% (72 of 72) of program participants feel the program gave them guidance in health disparities, precision medicine, and applying design thinking concepts as a future leader in medicine Direct Outcomes: -Students were able to understanding community concerns beyond science and apply community activism through a precision medicine lens -Served as agents of change by directly communicating with physicians and understanding the need for more URM physicians -Students received mentorship and confidence to rise as first generation college students -Youth learned the value of service to disadvantaged communities

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

scholarly journals Factors associated with cigarette experimentation among adolescents

2019 ◽  
Vol 18 (3) ◽  
pp. 421-454
Author(s):  
Luciene Dias Bispo Veiga ◽  
Claudio Bispo de Almeida ◽  
Paulo Da Fonseca Valença Neto ◽  
Adriana Alves Nery ◽  
Djanilson Barbosa dos Santos ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Low Income ◽  
Prevalence Ratio ◽  
Simple Random Sample ◽  
School Students ◽  
Cross Sectional ◽  
Factors Associated ◽  
Informed Consent Form ◽  
La Red

Objetivo: El presente estudio pretende identificar la prevalencia y factores asociados a la experimentación de tabaco en adolescentes.Método: El estudio epidemiológico, transversal, descriptivo y analítico realizado con una muestra aleatoria simple de escolares con edad de 14 a 19 años, matriculados en escuelas públicas de enseñanza media de la red estadual del área urbana del municipio de Jequié-BA. Se utilizó un cuestionario auto-aplicable de llenado voluntario, tras la firma del término de consentimiento libre y aclarado por el responsable cuando menor de 18 años. Se empleó el programa Epi DATA para la digitación de los datos y programa SPSS para calcular la razón de prevalencia y realizar la regresión de Poisson. Resultados: En el estudio de 765 adolescentes, siendo 59,9% del sexo femenino, 80,4% de etnia no blanca, 71,4% sin ocupación remunerada, 74% menos favorecidos económicamente y 37,9% consumen bebida alcohólica. El promedio de edad fue de 16,55 años (dp ± 1,33) años. La prevalencia de la experimentación de tabaco fue del 22,4%. Las variables: padres fuman (RP = 1,57, IC95%: 1,15-2,12), amigos fuman (RP = 2,15, IC95%: 1,56-2,95), uso de bebidas alcohólicas PR = 2,05; IC del 95%: 1.46 a 2.88) y la edad (OR = 1,36; IC del 95%: 1,01-1,84) fueron los que permitieron predecir mejor el riesgo de que un escolar experimente con el tabaco. Conclusiones: La prevalencia de experimentación fue 22,4%, y las variables que mejor permitieron predecir la predisposición de un escolar a experimentar el tabaco fueron tener padres fumadores, tener amigos que fuman, hacer uso de bebidas alcohólicas y ser del grupo de edad de 17 a 19 años. Objective: The present study aims to identify the prevalence and factors associated with cigarette experimentation among adolescents.Method: Cross-sectional, descriptive and analytical epidemiological study carried out with a simple random sample of students aged 14-19 years enrolled in public high schools in the urban area of the city of Jequié, in the state of Bahia. After the A self-administered questionnaire of voluntary completion was used after the participants (or their parents/guardians in the case of participants under 18) signed the free informed consent form. Data was entered with Epi DATA software and SPSS software was used to calculate the prevalence ratio and perform Poisson regression. Results: The study sample consisted of 765 adolescents, as follows: 59.9% were female individuals, 80.4% were non-white, 71.4% did not have a paid job, 74% lived in low-income families, and 37.9% used alcohol. The mean age was 16.55 years (sd ± 1.33) years. The prevalence of smoking experimentation was 22.4%. The variables: parental smoking (PR = 1.57, 95% CI: 1.15-2.12), smoking friends (RP = 2.15, 95% CI: 1.56-2.95), alcohol drinking (OR = 2.05, 95% CI: 1.46-2.88), and age group (RP = 1.36, 95% CI: 1.01-1.84) were the best predictors of the risk for experimentation with cigarettes among high school students.Conclusions: The prevalence of experimentation was 22.4%, and the variables that best predicted the likelihood of experimenting with tobacco among high school students were smoking parents, smoking friends, alcohol use and aged 17-19 years. Objetivo: O presente estudo visa identificar a prevalência e fatores associados à experimentação de tabaco em adolescentes.Método: Estudo epidemiológico, transversal, descritivo e analítico realizado com uma amostra aleatória simples, de escolares com idade de 14 a 19 anos, matriculada em escolas públicas de ensino médio da rede estadual da área urbana do município de Jequié-BA. Utilizou-se um questionário auto-aplicável de preenchimento voluntário, após assinatura do termo de consentimento livre e esclarecido pelo responsável quando menor de 18 anos. Empregou-se o programa Epi DATA para a digitação dos dados e programa SPSS para calcular a razão de prevalência e realizar a regressão de Poisson.Resultados: Participaram do estudo 765 adolescentes, sendo 59,9% do sexo feminino, 80,4% de etnia não branca, 71,4% sem ocupação remunerada, 74% menos favorecidos economicamente e 37,9% fazem uso de bebida alcoólica. A média de idade foi de 16,55 anos (dp±1,33) anos. A prevalência da experimentação de tabaco foi de 22,4%. As variáveis: pais fumam (RP=1,57; IC95%:1,15-2,12), amigos fumam (RP=2,15; IC95%:1,56-2,95), uso de bebidas alcoólicas (RP=2,05; IC95%:1,46-2,88) e grupo etário (RP= 1,36; IC95%:1,01-1,84) foram as que melhor permitiram prever o risco de um escolar vir a experimentar tabaco.Conclusões: A prevalência de experimentação foi 22,4%, e as variáveis que melhor permitiram prever a predisposição de um escolar vir a experimentar o tabaco foram possuir pais fumantes, ter amigos que fumam, fazer uso de bebidas alcoólicas e serem do grupo etário de 17 a 19 anos.

The Connector Study: A Strategy for Collecting Post-Graduation Data About Low-Income High School Students

2016 ◽  
Vol 21 (3) ◽  
pp. 174-189 ◽  
Author(s):  
Karen D. Arnold ◽  
Katherine Lynk Wartman ◽  
Paul Gordon Brown ◽  
Adam N. Gismondi ◽  
Jessica R. Pesce ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Low Income ◽  
School Students

scholarly journals Social capital and career planning amongst first generation and non-first generation high school and college students in Germany: a social network analysis approach

2021 ◽  
Author(s):  
Britta Wittner ◽  
Simone Kauffeld
Keyword(s):  
College Students ◽  
High School ◽  
Social Capital ◽  
High School Students ◽  
First Generation ◽  
Career Planning ◽  
School Students ◽  
Cross Sectional ◽  
Planning Stage ◽  
First Semester

AbstractAn important factor for First Generation High School students (FGS) in higher education is social capital. To highlight differences in social capital between FGS and their Non-FGS peers (NFGS) by analysing the structure of their ego-centred social networks and its’ effect on their career planning, we conducted two cross-sectional studies: on high school students during their first career planning stage and on college students at the beginning of their first semester. FGS have significantly less social capital in their networks than NFGS during school and university. Having academic supporters is associated with career planning amongst high school students, having instrumental support for career planning amongst college students.

Mapping the Inequity Implications of Help-Seeking in Online Credit-Recovery Classrooms

2019 ◽  
Vol 121 (11) ◽  
pp. 1-40
Author(s):  
Jennifer Darling-Aduana ◽  
Annalee Good ◽  
Carolyn J. Heinrich
Keyword(s):  
High School ◽  
High School Students ◽  
Low Income ◽  
Help Seeking ◽  
Credit Recovery ◽  
Traditional Classroom ◽  
Classroom Behaviors ◽  
Time Data ◽  
School Students ◽  
Instructor Support

Background Expectations that students should request assistance from teachers when needed, a set of classroom behaviors termed “help-seeking,” have the potential to contribute to inequitable access to quality learning experiences in traditional classroom settings. Purpose This study extends current literature by mapping the nature of help-seeking interactions between students and teachers in online high school credit-recovery classrooms, where the implications of help-seeking have yet to be examined systemically. Research Design Drawing on qualitative and quantitative analysis of data collected from the 2014–2015 through 2016–2017 school years in a large, urban school district serving predominantly low-income student of color, we identify patterns in these interactions and their implications for disparities in academic opportunities. Findings We find that few of the high school students enrolled in online credit-recovery courses had access to consistent, constructive interactions in instructional spaces, even though most students required instructor support to obtain full access to the learning environment. Our observations point to disparate access to quality educational experiences in online credit-recovery labs that mirror those documented by others in traditional classroom settings. Conclusions Based on these findings, we identify strategies to support more equitable learning in online courses including explicit expectations and proactive assistance to students as well as the use of real-time data by teachers, lower student-teacher ratios, and assigning teachers certified in course subjects to improve educational quality.

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