Despite the striking reversal of the gender gap in education, women pursue science, technology, engineering, and mathematics (STEM) degrees at much lower rates than those of their male peers. This ...study extends existing explanations for these gender differences and examines the role of the high school context for plans to major in STEM fields. Building on recent gender theories, we argue that widely shared and hegemonic gender beliefs manifest differently across schools so that the gender-specific formation of study plans is shaped by the local environment of high schools. Using the National Education Longitudinal Study, we first show large variations between high schools in the ability to attract students to STEM fields conditional on a large set of pre–high school measures. Schools that are successful in attracting students to these fields reduce the gender gap by 25 percent or more. As a first step toward understanding what matters about schools, we then estimate the effect of two concrete high school characteristics on plans to major in STEM fields in college—a high school’s curriculum in STEM and gender segregation of extracurricular activities. These factors have a substantial effect on the gender gap in plans to major in STEM: a finding that is reaffirmed in a number of sensitivity analyses. Our focus on the high school context opens concrete avenues for policy intervention and is of central theoretical importance to understand the gender gap in orientations toward STEM fields.
Scholars have long explored school desegregation through various lenses, examining policy, the role of the courts and federal government, resistance and backlash, and the fight to preserve Black ...schools. However, few studies have examined the group experiences of students within desegregated schools. Crossing Segregated Boundaries centers the experiences of over sixty graduates of the class of 1988 in three desegregated Chicago high schools. Chicago’s housing segregation and declining white enrollments severely curtailed the city’s school desegregation plan, and as a result desegregation options were academically stratified, providing limited opportunities for a chosen few while leaving the majority of students in segregated, underperforming schools. Nevertheless, desegregation did provide a transformative opportunity for those students involved. While desegregation was the external impetus that brought students together, the students themselves made integration possible, and many students found that the few years that they spent in these schools had a profound impact on broadening their understanding of different racial and ethnic groups. In very real ways, desegregated schools reduced racial isolation for those who took part.
Boarding School Voices is both an anthology of mostly
unpublished writing by former students of the Carlisle Indian
Industrial School and a study of that writing. The boarding
schools' ethnocidal ...practices have become a metaphor for the worst
evils of colonialism, a specifiable source for the ills that beset
Native communities today. But the fuller story is one not only of
suffering and pain, loss and abjection, but also of ingenious
agency, creative syntheses, and unimagined adaptations. Although
tragic for many student, for others the Carlisle experience led to
positive outcomes in their lives. Some published short pieces in
the Carlisle newspapers and others sent letters and photos to the
school over the years. Arnold Krupat transcribes selections from
the letters of these former students literally and unedited,
emphasizing their evocative language and what they tell of
themselves and their home communities, and the perspectives they
offer on a wider American world. Their sense of themselves and
their worldview provide detailed insights into what was abstractly
and vaguely referred to as "the Indian question." These former
students were the oxymoron Carlisle superintendent Richard Henry
Pratt could not imagine and never comprehended: they were
Carlisle Indians .
This study examines how and why a US city that is known nationally for its political progressivism continuously reaffirm its decision to maintain and expand the School Resource Officers (SRO) program ...in its high schools. By examining local discourses within a racial capitalism framework, we show that elements of racial neoliberalism re-emerge within a neoliberal therapeutic discourse that dominated decision-making processes and countered challenges to SROs in schools. This discourse argued that individual officers benefitted low-income students of color by providing care and challenging school racism. Despite research evidence and a counter discourse, which argued that SROs enacted harm and racism against low-income students of color, especially Black students, and should be removed from schools, SROs came to be an 'easy' fix to racial neoliberalism in the school district and city and contributed to the continuation and extension of the school to prison nexus.
Previous studies have linked teacher burnout with job performance, satisfaction, and retention; however, there has been limited exploration of potential individual and school contextual factors that ...may influence burnout. The current study examined high school staff members' reports of burnout as they relate to staff demographics and perceptions of self-efficacy and connectedness, as well as school-level contextual variables (e.g., suspension rate and urbanicity). Data were collected from 3,225 high school staff (e.g., teachers and paraprofessionals) in 58 high schools (grades 9-12) across Maryland. Multilevel analyses indicated that perceptions of connectedness, safety, and self-efficacy as well as staff demographics were significantly related to experiences of work-related burnout. At the school level, only school-wide suspension rates were significantly related to higher burnout. These findings highlight the importance of staff perceptions of the school context as factors that can potentially promote or diminish professional burnout among high school staff.
This open access book outlines key terms of China’s school leadership in Chinese political and legal, financial, administrative, and cultural contexts. It reveals and interprets the real meaning of ...these practical terms based on existing laws, government documents, school policy texts as well as the latest empirical findings from school leaders and teachers’ surveys and interviews in China. Providing a holistic picture of China’s school leadership through the unique meanings of these terms, the book offers researchers and graduate students insights into school leadership practice and its context in China. Thus, it would likely intensify readers’ knowledge base to analyse and interpret the phenomenon and research data regarding China’s school leadership. ; Outlines key terms reflecting the characteristics and uniqueness of China’s school leadership Provides readers with a holistic picture of China’s school leadership by understanding the real meaning of the terms Offers insights into school leadership context of China to researchers and graduate students in this field Enriches the knowledge base to analyse and interpret the phenomenon or research data regarding China's school leadership Open Access
Official sanctioning of students by the criminal justice system is a long-hypothesized source of educational disadvantage, but its explanatory status remains unresolved. Few studies of the ...educational consequences of a criminal record account for alternative explanations such as low self-control, lack of parental supervision, deviant peers, and neighborhood disadvantage. Moreover, virtually no research on the effect of a criminal record has examined the "black box" of mediating mechanisms or the consequence of arrest for postsecondary educational attainment. Analyzing longitudinal data with multiple and independent assessments of theoretically relevant domains, the authors estimate the direct effect of arrest on later high school dropout and college enrollment for adolescents with otherwise equivalent neighborhood, school, family, peer, and individual characteristics as well as similar frequency of criminal offending. The authors present evidence that arrest has a substantively large and robust impact on dropping out of high school among Chicago public school students. They also find a significant gap in four-year college enrollment between arrested and otherwise similar youth without a criminal record. The authors also assess intervening mechanisms hypothesized to explain the process by which arrest disrupts the schooling process and, in turn, produces collateral educational damage. The results imply that institutional responses and disruptions in students' educational trajectories, rather than social-psychological factors, are responsible for the arrest-education link.
The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and ...learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of families’ economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors’analysis shows that learning opportunities varied significantly. Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). Results differed by type of school (public/private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings.
L’impact du confinement sur les écarts en matière d’apprentissage : disparités familiales et scolaires en période de crise – La fermeture des écoles en Espagne durant le confinement pour faire face aux effets de la COVID-19 a eu d’immenses répercussions sur les plans sociétal et éducatif. Les écoles et les familles ont rapidement réagi au nouveau scénario de l’enseignement et de l’apprentissage sans pouvoir s’appuyer sur une planification préalable ou des directives gouvernementales. Dans ce contexte, certaines écoles ont réussi mieux que d’autres à s’adapter à ces nouvelles circonstances. De même, la structure et la taille du capital économique, social et culturel des familles a montré qu’en fonction de leur milieu, les enfants avaient des possibilités d’apprendre très inégales. Cet article évalue l’impact de la fermeture des écoles en Espagne durant le confinement sur les écarts en matière d’apprentissage chez des enfants de différents milieux sociaux en Catalogne. S’appuyant sur 35 419 réponses à une enquête en ligne menée entre le 26 et le 30 mars 2020 auprès de familles avec des enfants âgés de trois à dix-huit ans, l’analyse des auteurs révèle de considérables disparités concernant les possibilités d’apprendre. Les familles de la classe moyenne ont réussi à maintenir un niveau d’éducation élevé dans cette situation critique, tandis que dans les familles défavorisées sur le plan social, les possibilités des enfants étaient restreintes, tant en termes de temps que d’expériences éducatives (devoirs et maintien d’activités extrascolaires). Les résultats étaient différents en fonction du type d’établissement (public/privé) où les élèves étaient inscrits, de la situation économique de la famille, du capital social et culturel de cette dernière et de ses conditions de vie. Dans la dernière partie de l’article, les auteurs soulignent l’importance du rôle de l’école pour garantir la possibilité d’apprendre aux enfants de milieux socioé-conomiquement faibles. Ils abordent en outre un certain nombre de conséquences qu’entraînent leurs constatations pour les politiques en matière d’éducation.
El impacto del cierre escolar en la brecha de aprendizaje: divisiones familiares y escolares en tiempos de crisis – El cierre de escuelas en España para hacer frente a los efectos de la COVID-19 causó un enorme impacto tanto a nivel social como educativo. Escuelas y familias tuvieron que reaccionar rápidamente a un nuevo escenario de enseñanza y aprendizaje sin contar con planificación previa o con directrices gubernamentales. En este contexto, algunas escuelas fueron capaces de adaptarse mejor a las nuevas circunstancias que otras. Asimismo, la estructura y el tamaño del capital económico, social y cultural de las familias produjeron diferencias significativas en las oportunidades de aprendizaje de los niños y niñas de diferentes orígenes. Este artículo evalúa el impacto del cierre de las escuelas en la brecha de aprendizaje entre el alumnado de diferentes orígenes sociales en Cataluña. Sobre la base de 35.419 respuestas a una encuesta en línea realizada entre el 26 y el 30 de marzo de 2020 a familias con hijos e hijas de entre 3 y 18 años, el análisis muestra que las oportunidades de aprendizaje varían significativamente. Las familias de clase media pudieron mantener niveles más altos de calidad educativa en un contexto crítico, mientras que los niños de familias socialmente desfavorecidas tuvieron pocas oportunidades de aprendizaje, tanto en términos de tiempo como de experiencias de aprendizaje (tareas escolares y mantenimiento de las actividades extraescolares). Los resultados difieren según el tipo de escuela (pública o privada) en que estaban matriculados los estudiantes, el capital económico, social y cultural de la familia y sus condiciones de vida. En la parte final del artículo, se destaca la importancia del papel de la escuela para garantizar las oportunidades de aprendizaje de los niños procedentes de entornos socioeconómicos bajos, y se examinan algunas de las repercusiones en clave de política educativa.
The nature and extent of bullying among school children is discussed, and recent attention to the phenomenon by researchers, the media, and policy makers is noted. The Olweus Bullying Prevention ...Program (OBPP) is a comprehensive, school-wide program that was designed to reduce bullying and achieve better peer relations among students in elementary, middle, and junior high school grades. Several large-scale studies from Norway are reviewed, which provide compelling evidence of the program's effectiveness in Norwegian schools. Studies that have evaluated the OBPP in diverse settings in the United States have not been uniformly consistent, but they have shown that the OBPP has had a positive impact on students' self-reported involvement in bullying and antisocial behavior. Efforts to disseminate the OBPP in Norway and the United States are discussed.
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