High school and the difficult terrain of sexuality and gender identity are brilliantly explored in this smart, incisive ethnography. Based on eighteen months of fieldwork in a racially diverse ...working-class high school, Dude, You're a Fag sheds new light on masculinity both as a field of meaning and as a set of social practices. C. J. Pascoe's unorthodox approach analyzes masculinity as not only a gendered process but also a sexual one. She demonstrates how the "specter of the fag" becomes a disciplinary mechanism for regulating heterosexual as well as homosexual boys and how the "fag discourse" is as much tied to gender as it is to sexuality.
The study of teenagers in the classroom, and how they interact with one another and their teachers, can tell us a great deal about late-modern society. In this revealing account, Ben Rampton presents ...the extensive sociolinguistic research he carried out in an inner-city high school. Through his vivid analysis of classroom talk, he offers answers to some important questions: does social class still count for young people, or is it in demise? Are traditional authority relationships in schools being undermined? How is this affected by popular media culture? His study, which provides numerous transcripts and three extensive case studies, introduces a way of perceiving established ideas in sociolinguistics, such as identity, insecurity, the orderliness of classroom talk, and the experience of learning at school. In doing so, Rampton shows how work in sociolinguistics can contribute to some major debates in sociology, anthropology, cultural studies and education.
In American high schools, teenagers must navigate complex youth cultures that often prize being 'real' while punishing difference. Adults may view such social turbulence as a timeless, ultimately ...harmless rite of passage, but changes in American society are intensifying this rite and allowing its effects to cascade into adulthood. Integrating national statistics with interviews and observations from a single school, this book explores this phenomenon. It makes the case that recent macro-level trends, such as economic restructuring and technological change, mean that the social dynamics of high school can disrupt educational trajectories after high school; it looks at teenagers who do not fit in socially at school - including many who are obese or gay - to illustrate this phenomenon; and it crafts recommendations for parents, teachers and policy-makers about how to protect teenagers in trouble. The result is a story of adolescence that hits home with anyone who remembers high school.
Teach Me to Be Generous tells the remarkable story of Regis High School, the Jesuit school on New York's Upper East Side that was founded in 1914 by an anonymous donor as a school for Catholic boys ...whose families could not otherwise afford a Catholic education. Enabled by the philanthropy of the founding family for nearly a century, and now by alumni and friends carrying on that tradition of generosity, Regis has been able to provide tuition-free, all-scholarship education for its entire history. It also holds the distinction of being the first free-standing Jesuit high school in the United States, with no connection to any Jesuit colleges or universities. Regis High School's unique story is told by an engaging storyteller and historian who has taught at the school for more than ten years. Father Andreassi offers captivating glimpses into the lives and daily experiences of Regis's students and faculty while chronicling the development of the school's educational philosophy and spiritual approach in its first century. Filled with entertaining anecdotes alongside wider historical context and illuminating statistical analysis, Teach Me to Be Generous tracks Regis High School through the decades of the twentieth century to the present day--from the generosity of a devout Catholic widow, through the Depression and World War II, to changes in demographics of the Catholic community and shifts in the landscape of Catholic education in New York City. During the school's first few decades, Regis admitted thousands of Catholic boys, mostly from poor or lower-middle-class families, helping prepare them for success in college and leadership positions in the professions. Because of the closing of dozens of urban Catholic schools and the general decline of the quality of New York City's public schools, in more recent years the school has faced the challenge of remaining true to its mission in offering an education to Catholic boys "who otherwise would not be able to afford a Catholic education." Teach Me to Be Generous paints a vivid portrait of the first one hundred years of an exceptional institution and looks with hope and confidence to its future.
Based on more than two years of fieldwork conducted in a Yemeni community in southeastern Michigan, this unique study examines Yemeni American girls' attempts to construct and make sense of their ...identities as Yemenis, Muslims, Americans, daughters of immigrants, teenagers, and high school students.All American Yemeni Girlscontributes substantially to our understanding of the impact of religion on students attending public schools and the intersecting roles school and religion play in the lives of Yemeni students and their families. Providing a valuable background on the history of Yemen and the migration of Yemeni people to the United States, this is an eye-opening account of a group of people we hear about every day but about whom we know very little.Through a series of intensive interviews and field observations, Loukia K. Sarroub discovered that the young Muslim women shared moments of optimism and desperation and struggled to reconcile the America they experienced at school with the Yemeni lives they knew at home. Most significant, Sarroub found that they often perceived themselves as failing at being both American and Yemeni. Offering a distinctive analysis of the ways ethnicity, culture, gender, and socioeconomic status complicate lives, Sarroub examines how these students view their roles within American and Yemeni societies, between institutions such as the school and the family, between ethnic and Islamic visions of success in the United States. Sarroub argues that public schools serve as a site of liberation and reservoir of contested hope for students and teachers questioning competing religious and cultural pressures. The final chapter offers a rich and important discussion of how conditions in the United States encourage the rise of extremism and allow it to flourish, raising pressing questions about the role of public education in the post-September 11 world.All American Yemeni Girlsoffers a fine-grained and compelling portrait of these young Muslim women and their endeavors to succeed in American society, and it brings us closer to understanding an oft-cited but little researched population.
This book examines Mexican American and white girls coming of age in California's Central Valley, offering tools for understanding the ways in which class identity is constructed, and at times fails ...to be constructed, in relationship to color, ethnicity, gender, and sexuality. Chapter 1, "Portraying Waretown High," introduces the issue. Chapter 2, "Women without Class," reviews the academic theory debates employed in this analysis. Chapter 3, "How Working-Class Chicas Get Working-Class Lives," focuses on working-class Mexican American girls. Chapter 4, "Hard-Living Habitus, Settled-Living Resentment," focuses on working-class white girls. Chapter 5, "Border Work between Classes," looks at both white and Mexican American working-class girls who are exceptional in that they are taking college preparatory classes and plan to attend four-year institutions. Chapter 6, "Sameness, Difference, and Alliance," explores relationships between various groups of girls across class and race. Chapter 7, "Conclusion," speaks to the larger social and historical forces that shape the lives of this generation of young women, drawing conclusions about the utility of the concepts of performance and productivity. (Contains approximately 360 references.) (SM)
Scientific meetings rarely involve the local community and have minimal educational and scientific impacts on it. Here, we report the successful engagement of high-school students in scientific ...conferences. To promote science education and trust in science, we call upon conference attendees and organizers to involve high-school students in their meetings.
Scientific meetings rarely involve the local community and have minimal educational and scientific impacts on it. Here, we report the successful engagement of high-school students in scientific conferences. To promote science education and trust in science, we call upon conference attendees and organizers to involve high-school students in their meetings.
Vital Signs Gentzke, Andrea S.; Creamer, MeLisa; Cullen, Karen A. ...
MMWR. Morbidity and mortality weekly report,
02/2019, Letnik:
68, Številka:
6
Journal Article, Newsletter
Odprti dostop
Tobacco use is the leading cause of preventable disease and death in the United States; nearly all tobacco product use begins during youth and young adulthood.
CDC, the Food and Drug Administration, ...and the National Cancer Institute analyzed data from the 2011-2018 National Youth Tobacco Surveys to estimate tobacco product use among U.S. middle and high school students. Prevalence estimates of current (past 30-day) use of seven tobacco products were assessed; differences over time were analyzed using multivariable regression (2011-2018) or t-test (2017-2018).
In 2018, current use of any tobacco product was reported by 27.1% of high school students (4.04 million) and 7.2% of middle school students (840,000); electronic cigarettes (e-cigarettes) were the most commonly used product among high school (20.8%; 3.05 million) and middle school (4.9%; 570,000) students. Use of any tobacco product overall did not change significantly during 2011-2018 among either school level. During 2017-2018, current use of any tobacco product increased 38.3% (from 19.6% to 27.1%) among high school students and 28.6% (from 5.6% to 7.2%) among middle school students; e-cigarette use increased 77.8% (from 11.7% to 20.8%) among high school students and 48.5% (from 3.3% to 4.9%) among middle school students.
A considerable increase in e-cigarette use among U.S. youths, coupled with no change in use of other tobacco products during 2017-2018, has erased recent progress in reducing overall tobacco product use among youths. The sustained implementation of comprehensive tobacco control strategies, in coordination with Food and Drug Administration regulation of tobacco products, can prevent and reduce the use of all forms of tobacco products among U.S. youths.
"Schooling for Critical Consciousness" addresses how schools can help Black and Latinx youth resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren ...Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people in learning to analyze, navigate, and challenge racial injustice. "Schooling for Critical Consciousness" provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve.
The Digital Edge S. Craig Watkins; Alexander Cho; Andres Lombana-Bermudez ...
2018, Letnik:
4
eBook
How black and Latino youth learn, create, and collaborate online
The Digital Edge examines how the digital and social-media lives of low-income youth, especially youth of color, have evolved amidst ...rapid social and technological change. While notions of the digital divide between the “technology rich” and the “technology poor” have largely focused on access to new media technologies, the contours of the digital divide have grown increasingly complex. Analyzing data from a year‐long ethnographic study at Freeway High School, the authors investigate how the digital media ecologies and practices of black and Latino youth have adapted as a result of the wider diffusion of the internet all around us--in homes, at school, and in the palm of our hands. Their eager adoption of different technologies forge new possibilities for learning and creating that recognize the collective power of youth: peer networks, inventive uses of technology, and impassioned interests that are remaking the digital world.
Relying on nearly three hundred in-depth interviews with students, teachers, and parents, and hundreds of hours of observation in technology classes and after school programs, The Digital Edge carefully documents some of the emergent challenges for creating a more equitable digital and educational future. Focusing on the complex interactions between race, class, gender, geography and social inequality, the book explores the educational perils and possibilities of the expansion of digital media into the lives and learning environments of low-income youth. Ultimately, the book addresses how schools can support the ability of students to develop the social, technological, and educational skills required to navigate twenty-first century life.
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