Media Clips: Freshman Survey; Meter Math

2007 ◽  
Vol 101 (4) ◽  
pp. 262-264
Author(s):  
Eric Hoover
Keyword(s):  
High School ◽  
College Freshmen ◽  
Senior Year ◽  
Quarter Century

Two out of three college freshmen say it is essential or very important to help others who are in difficulty, the highest percentage in a quarter century. A record number—83 percent—say they volunteered at least occasionally during their senior year of high school.

College Bound: Advice for Academically Talented Students From Recent Graduates

2019 ◽  
Vol 31 (2) ◽  
pp. 87-110
Author(s):  
Melanie S. Meyer ◽  
Jeff Cranmore
Keyword(s):  
High School ◽  
High School Graduates ◽  
School Personnel ◽  
Application Process ◽  
Senior Year ◽  
Social And Emotional ◽  
Academic Courses ◽  
Recent Graduates ◽  
Talented Students ◽  
Academically Talented Students

For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons they learned about the college decision-making process to offer guidance to students beginning the college search, and the adults, in and out of school, who help them make those choices. Participants offered advice about preparing to apply to college, the application process, and related social and emotional considerations. Nine key themes were identified in which participants encouraged early exploration of career-related interests, a focus on person-environment fit, and managing expectations. Implications for students, parents, and school personnel are also discussed.

Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification

2010 ◽  
Vol 112 (4) ◽  
pp. 1038-1063 ◽  
Author(s):  
Chandra Muller ◽  
Catherine Riegle-Crumb ◽  
Kathryn S. Schiller ◽  
Lindsey Wilkinson ◽  
Kenneth A. Frank
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High Schools ◽  
Minority Students ◽  
Adolescent Health ◽  
Latino Students ◽  
Educational Opportunity ◽  
Racially Diverse ◽  
Senior Year

Background/Context Brown v Board of Education fundamentally changed our nation's schools, yet we know surprisingly little about how and whether they provide equality of educational opportunity. Although substantial evidence suggests that African American and Latino students who attend these schools face fewer learning opportunities than their White counterparts, until now, it has been impossible to examine this using a representative sample because of lack of data. Purpose/Objective/Research Question/Focus of Study This study uses newly available data to investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school. Setting This study uses data from the Adolescent Health and Academic Achievement Study (AHAA) and its partner study, the National Longitudinal Study of Adolescent Health (Add Health), a stratified, nationally representative study of students in U.S. high schools first surveyed in 1994–1995. Population/Participants/Subjects Two samples of racially diverse high schools were used in the analysis: one with African Americans, Whites, and Asians (26 schools with 3,149 students), and the other with Latinos, Whites, and Asians (22 schools with 2,775 students). Research Design Quantitative analyses first assess how high schools vary in the extent to which minority students are underrepresented in advanced sophomore math classes. Hierarchical multilevel modeling is then used to estimate whether racial-ethnic differences in representation in advanced math have an impact on African American and Latino students’ achievement by the end of high school, relative to the Whites and Asians in the school. Specifically, we estimate the effects of Whites’ and Asians’ overrepresentation in sophomore-year math (or Latino or African American underrepresentation) within the school on students’ senior-year grades and their postsecondary enrollment. Findings/Results Findings show that schools vary in the extent to which African American and Latino students are underrepresented in advanced sophomore math classes. This pattern of racial inequality in schools is associated with lower minority senior-year grades and enrollment in 4-year postsecondary institutions, net of students’ own background. Conclusions/Recommendations Evidence consistently suggests that schools can play an active role in the provision of opportunities for social mobility or in the exacerbation of social inequality, depending on how they are structured. It is important to consider racial stratification within schools as a mechanism of inequality of educational opportunity.

Why the Haves Come Out Further and Further Ahead: The Repeat Player Effect, Control over Dispute System Design, and Justice

2021 ◽  
pp. 290-294
Author(s):  
Lisa Blomgren Amsler
Keyword(s):  
High School ◽  
System Design ◽  
Women's College ◽  
Ancient Greek ◽  
Senior Year ◽  
Dispute System ◽  
Dispute System Design

Let’s start at the beginning of the yellow brick road that led to the Repeat Player Effect paper. I skipped my senior year of high school to attend a women’s college (Smith) and double-majored in ancient Greek and philosophy, on account of which (cf. Sleepless in Seattle...

Chicana Teens, Zines, and Poetry Scenes: Gabi, A Girl in Pieces by Isabel Quintero

2020 ◽  
pp. 15-30
Author(s):  
Amanda Ellis
Keyword(s):  
High School ◽  
Young Adult ◽  
Sexual Violence ◽  
Female Body ◽  
Political Art ◽  
Senior Year ◽  
Young Adult Novel ◽  
The Creation ◽  
Fitting In

This chapter reads closely Isabel Quintero’s 2014 young adult novel Gabi, A Girl in Pieces. Quintero’s novel, which takes the form of a year’s worth of diary entries, and includes an illustrated copy of the titular character’s zine on female body diversity, narrates the story of a young Chicana outsider’s senior year of high school. In lieu of “fitting in” Gabi the teenage poet pens her way out of loss, homophobia, lurking sexual violence, grief, and depression. Gabi, A Girl in Pieces reveals that the creation of political art, the practice of writing, and the role of Chicana poetics can serve as vital creative outlets for Chicana outsiders, be they nerds, goths, geeks, or freaks.

College Freshmen React to High School Counselors

TPGA Journal ◽  
1973 ◽  
Vol 2 (2) ◽  
pp. 141-143 ◽  
Author(s):  
Byron W. Medler ◽  
John A. Williamson
Keyword(s):  
High School ◽  
School Counselors ◽  
College Freshmen ◽  
High School Counselors

Negative affect reactivity to stress and internalizing symptoms over the transition to college for Latinx adolescents: Buffering role of family support

2020 ◽  
pp. 1-16
Author(s):  
Samantha F. Anderson ◽  
Michael R. Sladek ◽  
Leah D. Doane
Keyword(s):  
High School ◽  
Negative Affect ◽  
Peer Support ◽  
Internalizing Symptoms ◽  
Minority Group ◽  
Negative Consequences ◽  
Senior Year ◽  
School Senior ◽  
Affect Reactivity ◽  
Latinx Adolescents

Abstract Affect reactivity to stress may play a role in the development of internalizing symptoms during the college transition, a critical developmental juncture for Latinx adolescents, the largest ethnic minority group on college campuses. This study examined whether affect reactivity during high school is associated with internalizing symptoms in college and explored two potential protective factors, perceived family and peer support. Participants were 209 Latinx adolescents (Mage = 18.10; 64.4% female) who completed standard surveys and four diary assessments per day over 7 days (N > 4,500 momentary observations). First, to measure affect reactivity, we assessed whether perceived stress was associated with negative affect at the momentary level during high school (senior year). Second, we tested whether affect reactivity predicted internalizing symptoms during the first year of college. Third, we tested whether perceived family or peer support buffered the negative consequences of affect reactivity. Results indicated statistically significant within- and between-person associations between stress and negative affect. Moreover, affect reactivity significantly predicted depressive, but not anxiety, symptoms. Buffering was found for family, but not peer, support. Findings extend previous research by detecting associations between momentary affect reactivity and internalizing symptoms during a sociocultural shift in Latinx adolescents’ lives and have implications for culturally appropriate programs to prevent depressive symptoms.

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