The Relationship between Ethnic Diversity and Classroom Disruption in the Context of Migration Policies

ERIC Educational Resources Information Center

Veerman, Gert-Jan M.

2015-01-01

This paper studies the relationship between ethnic school composition and classroom disruption in secondary education in the context of migration policies. We measured classroom disruption using students' reports from 3533 schools in 20 countries provided by cross-national PISA (Programme for International Student Assessment) 2009 data. We employ…

The Role of Teacher Trust in Segregated Elementary Schools: A Multilevel Repeated Measures Examination

ERIC Educational Resources Information Center

Dewulf, Lisa; van Braak, Johan; Van Houtte, Mieke

2017-01-01

This study aims to investigate how teachers' trust in their students relates to reading comprehension achievement in socially and ethnically segregated elementary schools in Flanders (Belgium) by taking into account class composition characteristics. It is examined how student variables, ethnic diversity and the proportion of non-native students…

The Cost of Quality: Teacher Testing and Racial-Ethnic Representativeness in Public Education.

ERIC Educational Resources Information Center

Dometrius, Nelson C.; Sigelman, Lee

1988-01-01

Reports the results of a simulation-based analysis of Black and Hispanic public school teacher employment in Texas. The simulation reflects recently instituted teacher testing requirements in mathematics and language competence and projects how the program is likely to affect the racial-ethnic composition of public school teachers in Texas over…

Examining the Sociolinguistic Context in Schools and Neighborhoods of Pre-Adolescent Latino Students: Implications for Ethnic Identity

ERIC Educational Resources Information Center

Feinauer, Erika; Whiting, Erin F.

2012-01-01

This study examined the sociolinguistic contexts of neighborhoods and schools in two predominantly Latino communities in the United States. We used census data to assess social and ethnic composition and observational data to compare and contrast environmental print, language use, and availability of community services in Spanish in these schools…

Improving Ethnic Balance and Intergroup Relations; An Advisory Report to the Board of Education, Santa Barbara City Schools.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Bureau of Intergroup Relations.

Drawing on field observations and a review of data, this report presents the findings of a study of the ethnic and racial composition and intergroup relations in the Santa Barbara Unified District schools. These findings are information on (1) unequal educational opportunities, (2) the district's policy in intergroup relations, (3) staff…

How Tracking Structures Attitudes towards Ethnic Out-Groups and Interethnic Interactions in the Classroom: An Ethnographic Study in Belgium

ERIC Educational Resources Information Center

Van Praag, Lore; Boone, Simon; Stevens, Peter A. J.; Van Houtte, Mieke

2015-01-01

The influence of the ethnic composition of schools on interethnic relations and attitudes has been studied extensively and has received ample interest from policy makers. However, less attention has been paid to the structures and processes inside schools that organize interethnic relations and attitudes. In Flanders (Belgium), secondary education…

Effects of Teacher Diversity and Student-Teacher Racial/Ethnic Matching in Elementary Schools on Educational Outcomes

ERIC Educational Resources Information Center

Banerjee, Neena

2013-01-01

This dissertation investigates the implications of student-teacher racial/ethnic matching on two educational outcomes. The fourth chapter investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early elementary grades and whether the overall racial/ethnic composition of the teaching workforce…

Project "Hypertension Alert."

ERIC Educational Resources Information Center

Sailors, Emma Lou

1983-01-01

"Hypertension Alert," a 1979-80 blood pressure screening-awareness project of the Yonkers, New York Public Schools, is described. Data is analyzed in tables for ethnic composition, and range of blood pressure readings for the high school, junior high school, and elementary school students tested. (Author/JMK)

Cross-Ethnic Friendships and Intergroup Attitudes Among Asian American Adolescents

PubMed Central

Chen, Xiaochen; Graham, Sandra

2014-01-01

This study examined cross-ethnic friendship choices and intergroup attitudes in a sample of 762 sixth grade Asian American students (Mage=11.5 years) attending one of 19 middle schools that varied in ethnic composition. Multiple measures of friendship (quantity and quality) and intergroup attitudes (affective, cognitive, behavioral) toward White, Latino, and Black grademates were assessed. The results showed that Asian American students over-nominated White students and under-nominated Latino and Black students as their friends when school availability of each ethnic group was accounted for. Cross-ethnic friendships were related to better intergroup attitudes, especially the behavioral dimension of attitudes. Cross-ethnic friendships were least likely to change attitudes towards Blacks. Implications for future research, educational practice, and attitude intervention programs were discussed. PMID:25626492

Ethnic Identity in Diverse Schools: Preadolescents' Private Regard and Introjection in relation to Classroom Norms and Composition.

PubMed

Gharaei, Nadya; Thijs, Jochem; Verkuyten, Maykel

2018-06-19

Ethnic identity plays a key role in the normative development of children and adolescents, and efforts to provide a positive and safe environment for ethnic identity benefit from an understanding of its context-dependency. Following the social identity perspective, we add to research on ethnic identity by considering the role of the classroom context and by conceptualizing ethnic identity in terms of two key dimensions. Specifically, the present study aims to investigate the role of the classroom context for ethnic private regard (positive ethnic self-feelings) and for the under-researched construct of ethnic introjection (subjective self-group merging). These two dimensions of ethnic identity were examined in 51 Dutch school classes among grade 4-6 students (N = 573; M age  = 10.77, SD = 1.02; 54% girls) of Dutch, Turkish and Moroccan ethnic background. We focused on teachers' multicultural norms and classmates' evaluation of the ethnic in-group (peer group norms) in combination with the ethnic class composition. It was found that ethnic introjection was empirically distinct from ethnic private regard, and that the former dimension depended on the classroom context more than the latter. Multicultural teacher norms affected minority preadolescents' private regard positively, but only when the share of in-group classmates was low. Positive peer group norms of in-group classmates strengthened students' introjection, while those of out-group classmates lowered it. The findings indicate that ethnic identity research will be enhanced by more fully considering the conceptual and contextual implications of the social identity perspective.

A Composite Counterstorytelling: Memoirs of African American Military Students in Hawaii Public Schools

ERIC Educational Resources Information Center

Hairston, Kimetta R.

2010-01-01

There are social, educational and behavioral problems for African American students in Hawaii public schools. Utilizing Critical Race Theory as a lens for analysis, the perceptions and experiences of these students regarding race, ethnic identity, military lineage, and self-definition are addressed. A composite counterstory of the researcher's and…

The intersection of school racial composition and student race/ethnicity on adolescent depressive and somatic symptoms.

PubMed

Walsemann, Katrina M; Bell, Bethany A; Maitra, Debeshi

2011-06-01

Schools are one of the strongest socializing forces in the U.S. and wield considerable influence over individuals' social and economic trajectories. Our study investigates how school-level racial composition, measured by the percentage non-Hispanic white students in a school, affects depressive and somatic symptoms among a representative sample of U.S. adolescents, and whether the association differs by race/ethnicity. We analyzed Wave I data from the US National Longitudinal Study of Adolescent Health, resulting in a sample size of 18,419 students attending 132 junior and senior high schools in 1994/5. After controlling for individual and school characteristics, our multilevel analyses indicated that with increasing percentages of white students at their school, black students experienced more depressive symptoms and a higher risk of reporting high levels of somatic symptoms. After including students' perceptions of discrimination and school attachment, the interaction between black student race and school-level racial composition was no longer significant for either outcome. Our findings suggest that attending predominantly-minority schools may buffer black students from discrimination and increase their school attachment, which may reduce their risk of experiencing depressive and somatic symptoms. Copyright © 2011 Elsevier Ltd. All rights reserved.

Can ethnic background differences in children's body composition be explained by differences in energy balance-related behaviors? A mediation analysis within the energy-project.

PubMed

Fernández-Alvira, Juan Miguel; Te Velde, Saskia J; Jiménez-Pavón, David; Manios, Yannis; Singh, Amika; Moreno, Luis A; Brug, Johannes

2013-01-01

In affluent countries, children from non-native ethnicity have in general less favourable body composition indicators and energy balance-related behaviors (EBRBs) than children from native ethnicity. However, differences between countries have been reported. A school-based survey among 10-12 years old children was conducted in seven European countries with a standardized protocol. Weight, height and waist circumference were measured; engagement in EBRBs was self-reported. For those countries with significant ethnic differences in body composition (Greece and the Netherlands), multilevel mediation analyses were conducted, to test the mediating effect of the EBRBs in the association between ethnic background and body composition indicators. Analyses were adjusted for gender and age, and for parental education in a later step. Partial mediation was found for sugared drinks intake and sleep duration in the Greek sample, and breakfast in the Dutch sample. A suppression effect was found for engagement in sports activites in the Greek sample. Ethnic differences in children's body composition were partially mediated by differences in breakfast skipping in the Netherlands and sugared drinks intake, sports participation and sleep duration in Greece.

School Profiles, 1981, 1982.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY.

This publication presents a statistical overview of each elementary, intermediate, junior high, senior high, and special education school in the New York City public school system for the 1981-1982 school year. Data are provided on physical facilities, pupil enrollment, ethnic composition, class size, student promotion, Title I status, free lunch…

The Social Structure of Criminalized and Medicalized School Discipline

ERIC Educational Resources Information Center

Ramey, David M.

2015-01-01

In this article, the author examines how school- and district-level racial/ethnic and socioeconomic compositions influence schools' use of different types of criminalized and medicalized school discipline. Using a large data set containing information on over 60,000 schools in over 6,000 districts, the authors uses multilevel modeling and a…

Pupil Selection Segments Urban Comprehensive Schooling in Finland: Composition of School Classes in Pupils' School Performance, Gender, and Ethnicity

ERIC Educational Resources Information Center

Berisha, Anna-Kaisa; Seppänen, Piia

2017-01-01

The Finnish comprehensive school system is regularly referred to as a uniform and "no-tracking". In this article, we show with novel urban case data in Finland that school performance differed significantly between schools, most strikingly between school classes, and was connected to the school's selectiveness in pupil admission. A…

Brief report: Contextual predictors of African American adolescents' ethnic-racial identity affirmation-belonging and resistance to peer pressure.

PubMed

Derlan, Chelsea L; Umaña-Taylor, Adriana J

2015-06-01

The current study examined whether contextual factors (i.e., familial cultural socialization, percentage of same-ethnicity friends in high school, and neighborhood ethnic-racial composition) predicted ethnic-racial identity affirmation-belonging and, in turn, resistance to peer pressure to engage in problem behavior. Participants were 250 African American adolescents (M age = 15.57 years; SD = 1.22). Consistent with ecological theory, findings indicated that familial cultural socialization and percentage of same-ethnicity friends predicted greater ethnic-racial identity affirmation-belonging. Furthermore, consistent with notions from social identity theory, youth who reported higher ethnic-racial identity affirmation-belonging also reported greater resistance to peer pressure. Findings highlight the significance of the family and school context, as well as the importance of ethnic-racial identity affirmation-belonging, for African American youths' positive development. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Cultural Reproduction in Fiji: Who Controls Knowledge/Power?.

ERIC Educational Resources Information Center

Bullivant, Brian M.

1983-01-01

Sees the presence of ethnic groups in a polyethnic society as giving rise to the "pluralist dilemma in education." Reviews Fiji's demographic, economic, and ethnic composition (50% Indian, 45% Fijian). Discusses Fijian education in terms of its history, the school curriclum and evaluation methods. Describes Indian fears of Fijian…

Does Classroom Composition Make a Difference: Effects on Developments in Motivation, Sense of Classroom Belonging, and Achievement in Upper Primary School

ERIC Educational Resources Information Center

Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique

2015-01-01

The present study investigated the effects of socioeconomic and ethnic classroom composition on developments in students' motivation, sense of classroom belonging, and achievement. A sample of 722 primary school students completed questionnaires from 3rd to 6th grade. Latent growth curve analyses revealed that the reading comprehension scores of…

Can school income and racial/ethnic composition explain the racial/ethnic disparity in adolescent physical activity participation?

PubMed

Richmond, Tracy K; Hayward, Rodney A; Gahagan, Sheila; Field, Alison E; Heisler, Michele

2006-06-01

Our goal was to determine if racial/ethnic disparities in adolescent boys' and girls' physical activity participation exist and persist once the school attended is considered. We performed a cross-sectional analysis of 17,007 teens in the National Longitudinal Study of Adolescent Health. Using multivariate linear regression, we examined the association between adolescent self-reported physical activity and individual race/ethnicity stratified by gender, controlling for a wide range of sociodemographic, attitudinal, behavioral, and health factors. We used multilevel analyses to determine if the relationship between race/ethnicity and physical activity varied by the school attended. Participants attended racially segregated schools; approximately 80% of Hispanic and black adolescent boys and girls attended schools with student populations that were <66% white, whereas nearly 40% of the white adolescents attended schools that were >94% white. Black and Hispanic adolescent girls reported lower levels of physical activity than white adolescent girls. There were more similar levels of physical activity reported in adolescent boys, with black boys reporting slightly more activities. Although black and Hispanic adolescent girls were more likely to attend poorer schools with overall lower levels of physical activity in girls; there was no difference within schools between black, white, and Hispanic adolescent girls' physical activity levels. Within the same schools, both black and Hispanic adolescent boys had higher rates of physical activity when compared with white adolescent boys. In this nationally representative sample, lower physical activity levels in Hispanic and black adolescent girls were largely attributable to the schools they attended. In contrast, black and Hispanic males had higher activity levels than white males when attending the same schools. Future research is needed to determine the mechanisms through which school environments contribute to racial/ethnic disparities in adolescent physical activity and will need to consider gender differences in these racial/ethnic disparities.

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging

PubMed Central

Mok, Sog Yee; Martiny, Sarah E.; Gleibs, Ilka H.; Keller, Melanie M.; Froehlich, Laura

2016-01-01

Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed. PMID:27471484

The Relationship between Ethnic Classroom Composition and Turkish-Origin and German Students' Reading Performance and Sense of Belonging.

PubMed

Mok, Sog Yee; Martiny, Sarah E; Gleibs, Ilka H; Keller, Melanie M; Froehlich, Laura

2016-01-01

Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.

Achievementrap: How America is Failing Millions of High-Achieving Students from Lower-Income Families

ERIC Educational Resources Information Center

Wyner, Joshua S.; Bridgeland, John M.; DiIulio, John J., Jr.

2007-01-01

This report chronicles the experiences of high-achieving lower-income students during elementary school, high school, college, and graduate school. Millions of high-achieving lower-income students are found in urban, suburban, and rural communities all across America, reflecting the racial, ethnic, and gender composition of the nation's schools,…

Segregation and Immigration: An Examination of School Composition for Children of Immigrants

ERIC Educational Resources Information Center

Wells, Ryan

2009-01-01

Immigration in the U.S. continues to increase and to become increasingly diverse. About 20% of U.S. students are children of immigrants. This phenomenon is occurring as schools are racially and ethnically resegregating even as race-based decision making for K-12 schooling has been severely limited. This study examines school segregation for…

Parental Attitudes to Cultural and Linguistic Pluralism in Australia: A Humanistic Sociological Approach.

ERIC Educational Resources Information Center

Smolicz, J. J.; Lean, R.

1979-01-01

Since Australia is experiencing major shifts in ethnic composition, this study sought to examine the extent of change in value orientation toward cultural/linguistic pluralism, using data from a parent survey in all Catholic secondary schools in South Australia. Responses of parents from different ethnic backgrounds are considered. (SJL)

Minority acculturation and peer rejection: Costs of acculturation misfit with peer-group norms.

PubMed

Celeste, Laura; Meeussen, Loes; Verschueren, Karine; Phalet, Karen

2016-09-01

How do minority adolescents' personal acculturation preferences and peer norms of acculturation affect their social inclusion in school? Turkish and Moroccan minority adolescents (N = 681) reported their preferences for heritage culture maintenance, mainstream culture adoption, and their experiences of peer rejection as a key indicator of adjustment problems. Additionally, we aggregated peer acculturation norms of maintenance and adoption within ethnically diverse classrooms (N = 230 in 50 Belgian schools), distinguishing between co-ethnic (Turkish or Moroccan classmates only, N = 681) and cross-ethnic norms (also including N = 1,930 other classmates). Cross-ethnic peer-group norms (of adoption and maintenance) and co-ethnic norms (of maintenance, marginally) predicted minority experiences of peer rejection (controlling for ethnic composition). Moreover, misfit of minorities' own acculturation preferences with both cross-ethnic and co-ethnic peer-group norms was harmful. When cross-ethnic norms stressed adoption, 'integrationist' minority youth - who combined culture adoption with maintenance - experienced most peer rejection. Yet, when co-ethnic peers stressed maintenance, 'assimilationist' minority youth experienced most rejection. In conclusion, acculturation misfit with peer-group norms is a risk factor for minority inclusion in ethnically diverse environments. © 2016 The British Psychological Society.

The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade.

PubMed

Garandeau, Claire F; Ahn, Hai-Jeong; Rodkin, Philip C

2011-11-01

This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression-status associations. Limitations and practical implications of these findings are discussed.

The Public Positioning of Refugees in the Quasi-Education Market: Linking Mediascapes and Social Geographies of Schooling

ERIC Educational Resources Information Center

Windle, Joel

2017-01-01

This article analyses some ways in which racialising discourses around refugees interact with the spatial and social dynamics of marketised schooling. It identifies conflicting discourses that contribute to the polarisation of school social composition and resourcing in the Australian state of Victoria. Media narratives around "ethnic"…

Effects of School Quality, School Citizenship Policy, and Student Body Composition on the Acquisition of Citizenship Competences in the Final Year of Primary Education

ERIC Educational Resources Information Center

Dijkstra, Anne Bert; Geijsel, Femke; Ledoux, Guuske; van der Veen, Ineke; ten Dam, Geert

2015-01-01

This study examines the effects of general educational quality of schools, school citizenship policy, and ethnic homogeneity of the student body on the acquisition of citizenship competences in the final year of primary education. The theoretical framework is based on developmental, psychological, and sociological studies into effects of social…

The Impact of Racial Composition and Public School Desegregation on Changes in Non-Public School Enrollment by White Pupils. Report No. 252.

ERIC Educational Resources Information Center

Becker, Henry Jay

Changes between 1960 and 1970 in the private sector's share of a city's white pupil enrollment are closely associated with changes in the racial demographic makeup of the city. Even when holding constant such factors as the age of a city's housing stock and the ethnic composition of its white population, the private share of white enrollment in…

Do Limited English Students Jeopardize the Education of Other Students? Lessons from the North Carolina Public School System

ERIC Educational Resources Information Center

Diette, Timothy M.; Uwaifo Oyelere, Ruth

2017-01-01

The significant increase in immigration has altered the ethnic composition of public schools in many states. Given the perceived negative impact of immigrant students by some, we are interested in investigating whether higher concentrations of students with limited English (LE) skills in a school affect the academic performance of native students.…

Ecodevelopmental Predictors of Early Initiation of Alcohol, Tobacco, and Drug Use Among Hispanic Adolescents

PubMed Central

Bacio, Guadalupe A.; Estrada, Yannine; Huang, Shi; Martínez, Marcos; Sardinas, Krystal; Prado, Guillermo

2015-01-01

The purpose of this cross-sectional study was to test the transactional relationships of risk and protective factors that influence initiation of alcohol, tobacco, and drug use among Hispanic youth. Ecodevelopmental theory was used to identify factors at multiple ecological levels with a focus on four school-level characteristics (i.e. school socioeconomic status, school climate, school acculturation, and school ethnic composition). A sample of 741 Hispanic adolescents (M age =13.9, SD =.67) and their caregivers were recruited from 18 participating middle schools in Miami-Dade County, FL. Structural equation modeling was used to test the hypothesized ecodevelopmental model of early substance use, accounting for school clustering effects. Results provided strong support for the model (CFI = .95; RMSEA =.03). School SES was indirectly related to the likelihood of starting to use substances through perceived peer use norms (β =.03, p <.02). Similarly, school climate had an indirect effect on substance use initiation through family functioning and perceptions of peer use norms (β = −.03, p < .01). Neither school ethnic composition nor school acculturation had indirect effects on initiation of substance use. Results highlight the importance of the interplay of risk and protective factors at multiple ecological levels that impact early substance use initiation. Further, findings underscore the key role of school level characteristics on initiation of substance use and present opportunities for intervention. PMID:26054814

Ethnic Variability in Body Size, Proportions and Composition in Children Aged 5 to 11 Years: Is Ethnic-Specific Calibration of Bioelectrical Impedance Required?

PubMed Central

Lee, Simon; Bountziouka, Vassiliki; Lum, Sooky; Stocks, Janet; Bonner, Rachel; Naik, Mitesh; Fothergill, Helen; Wells, Jonathan C. K.

2014-01-01

Background Bioelectrical Impedance Analysis (BIA) has the potential to be used widely as a method of assessing body fatness and composition, both in clinical and community settings. BIA provides bioelectrical properties, such as whole-body impedance which ideally needs to be calibrated against a gold-standard method in order to provide accurate estimates of fat-free mass. UK studies in older children and adolescents have shown that, when used in multi-ethnic populations, calibration equations need to include ethnic-specific terms, but whether this holds true for younger children remains to be elucidated. The aims of this study were to examine ethnic differences in body size, proportions and composition in children aged 5 to 11 years, and to establish the extent to which such differences could influence BIA calibration. Methods In a multi-ethnic population of 2171 London primary school-children (47% boys; 34% White, 29% Black African/Caribbean, 25% South Asian, 12% Other) detailed anthropometric measurements were performed and ethnic differences in body size and proportion were assessed. Ethnic differences in fat-free mass, derived by deuterium dilution, were further evaluated in a subsample of the population (n = 698). Multiple linear regression models were used to calibrate BIA against deuterium dilution. Results In children <11 years of age, Black African/Caribbean children were significantly taller, heavier and had larger body size than children of other ethnicities. They also had larger waist and limb girths and relatively longer legs. Despite these differences, ethnic-specific terms did not contribute significantly to the BIA calibration equation (Fat-free mass = 1.12+0.71*(height2/impedance)+0.18*weight). Conclusion Although clear ethnic differences in body size, proportions and composition were evident in this population of young children aged 5 to 11 years, an ethnic-specific BIA calibration equation was not required. PMID:25478928

Ethnic variability in body size, proportions and composition in children aged 5 to 11 years: is ethnic-specific calibration of bioelectrical impedance required?

PubMed

Lee, Simon; Bountziouka, Vassiliki; Lum, Sooky; Stocks, Janet; Bonner, Rachel; Naik, Mitesh; Fothergill, Helen; Wells, Jonathan C K

2014-01-01

Bioelectrical Impedance Analysis (BIA) has the potential to be used widely as a method of assessing body fatness and composition, both in clinical and community settings. BIA provides bioelectrical properties, such as whole-body impedance which ideally needs to be calibrated against a gold-standard method in order to provide accurate estimates of fat-free mass. UK studies in older children and adolescents have shown that, when used in multi-ethnic populations, calibration equations need to include ethnic-specific terms, but whether this holds true for younger children remains to be elucidated. The aims of this study were to examine ethnic differences in body size, proportions and composition in children aged 5 to 11 years, and to establish the extent to which such differences could influence BIA calibration. In a multi-ethnic population of 2171 London primary school-children (47% boys; 34% White, 29% Black African/Caribbean, 25% South Asian, 12% Other) detailed anthropometric measurements were performed and ethnic differences in body size and proportion were assessed. Ethnic differences in fat-free mass, derived by deuterium dilution, were further evaluated in a subsample of the population (n = 698). Multiple linear regression models were used to calibrate BIA against deuterium dilution. In children < 11 years of age, Black African/Caribbean children were significantly taller, heavier and had larger body size than children of other ethnicities. They also had larger waist and limb girths and relatively longer legs. Despite these differences, ethnic-specific terms did not contribute significantly to the BIA calibration equation (Fat-free mass = 1.12+0.71*(height2/impedance)+0.18*weight). Although clear ethnic differences in body size, proportions and composition were evident in this population of young children aged 5 to 11 years, an ethnic-specific BIA calibration equation was not required.

Learning Apart, Living Apart: How the Racial and Ethnic Segregation of Schools and Colleges Perpetuates Residential Segregation

ERIC Educational Resources Information Center

Goldsmith, Pat Rubio

2010-01-01

Background: Despite a powerful civil rights movement and legislation barring discrimination in housing markets, residential neighborhoods remain racially segregated. Purpose: This study examines the extent to which neighborhoods' racial composition is inherited across generations and the extent to which high schools' and colleges' racial…

An Exploration of Community Capital, Student Composition of Schools, and Achievement Gaps

ERIC Educational Resources Information Center

Wang, Chuang; Algozzine, Bob; Porfeli, Erik

2015-01-01

"Closing the achievement gap" (i.e. reducing differences in performance across racial and ethnic groups) has been the rallying cry and holy grail for reform efforts in American education for some time. In addition to influences associated with school and teacher factors, researchers have now turned their attention to characteristics in…

Application of ethnic food composition data for understanding the diet and nutrition of South Asians in the UK.

PubMed

Khokhar, Santosh; Ashkanani, Fatemah; Garduño-Diaz, Sara D; Husain, Wafaa

2013-10-01

Lack of food composition data, recipe information and portion sizes for ethnic foods are commonly reported problems for dietary assessment of ethnic minority groups. One of the main aims of this study was to use food composition data to validate portion sizes, identify important sources of nutrients and describe the characteristics of the South Asian diet. The top five ethnic foods containing highest levels of selected nutrients were lamb balti (3mg/100g iron), lamb kebab (3.2mg/100g zinc), mixed dhal (62μg/100g folate), fish curry (1.4μg/100g vitamin D), ghee (968μg/100g retinol) and toor dhal (9.1g/100g dietary fibre). Typical adult South Asian diets included traditional cereals (chapatti, rice and paratha) and low consumption of meat dishes; with vegetable curries contributing most towards energy intake. A higher consumption of full fat milk and fruit juices by toddlers and school children were observed when compared with the National Diet and Nutrition Survey of the UK. Copyright © 2013. Published by Elsevier Ltd.

Black Achievement in a Desegregated School District.

PubMed

Sheehan, Daniel S

1979-04-01

This study compared the achievement of black students (N = 1115) who attended segregated schools with the achievement of black students (N = 810) who attended desegregated schools. Analyses of covariance indicated that after controlling for previous achievement level, student sex, prior school experience, social status, parental involvement, and attitude toward education the segregated black students had the highest adjusted language arts, reading, and mathematics posttest scores. In addition to differences in ethnic composition between the segregated and desegregated schools, several potential confounding factors could have caused these results.

Connecticut School Integration: Moving Forward as the Northeast Retreats

ERIC Educational Resources Information Center

Orfield, Gary

2015-01-01

This report analyzes the data on changes in patterns of racial segregation and their education consequences over a quarter century, from l987 to 2012. It examines a major transition in the racial and ethnic composition of Connecticut and the changes in integration and segregation in the schools of the state and its urban communities and it…

The Role of Social Capital in the Explanation of Educational Success and Educational Inequalities

ERIC Educational Resources Information Center

Roth, Tobias

2013-01-01

This article examines the role that social capital plays in school success and in the explanation of social and ethnic inequalities in the German educational system. Based on Coleman's well-known concept of social capital, different aspects of social capital are distinguished, including social network composition, parent-school interaction and…

Measurement invariance of an instrument assessing sustainability of school-based universal behavior practices.

PubMed

Mercer, Sterett H; McIntosh, Kent; Strickland-Cohen, M Kathleen; Horner, Robert H

2014-06-01

The purpose of the study was to examine the extent to which the School-Wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), a measure of school and district contextual factors that promote the sustainability of school practices, demonstrated measurement invariance across groups of schools that differed in length of time implementing school-wide Positive Behavioral Interventions and Supports (PBIS; Sugai & Horner, 2009), student ethnic composition, and student socioeconomic status (SES). School PBIS team members and district coaches representing 860 schools in 14 U.S. states completed the SUBSIST. Findings supported strong measurement invariance, for all items except 1, of a model with two school-level factors (School Priority and Team Use of Data) and 2 district-level factors (District Priority and Capacity Building) across groups of schools at initial implementation, institutionalization, and sustainability phases of PBIS implementation. Schools in the sustainability phase were rated significantly higher on School Priority and Team Use of Data than schools in initial implementation. Strong measurement invariance held across groups of schools that differed in student ethnicity and SES. The findings regarding measurement invariance are important for future longitudinal investigations of factors that may promote the sustained implementation of school practices. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Educational Reform Agenda and Partnerships.

ERIC Educational Resources Information Center

Corrigan, Dean C.; Mobley, William H.

Major factors contributing to the crisis in United States education are summarized, including poverty, changes in the American family, child abuse, changes in the ethnic composition of schools, increasing global competition, decline in traditional student performance measures, crisis in mathematics and science, shortages of teachers, shift in the…

Correlates of Prosocial Behaviors of Students in Ethnically and Racially Diverse Middle Schools

ERIC Educational Resources Information Center

Spivak, Asha Leah; White, Samantha Simmons; Juvonen, Jaana; Graham, Sandra

2015-01-01

This study examined the association between ethnicity-related context variables and the prosocial behavior of early adolescents in ethnically/racially diverse schools. Specifically, youths' perceptions of greater representation of same-ethnic peers at school, school support for ethnic diversity, and engagement in and valuing cross-ethnic contact…

Latinos' Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement.

PubMed

Morales-Chicas, Jessica; Graham, Sandra

2017-09-01

This study examined the association between change in ethnic group representation from elementary to middle school and Latino students' school belonging and achievement. The ethnic diversity of students' middle school was examined as a moderator. Participants were 1,825 Latino sixth graders from 26 ethnically diverse urban middle schools. Hierarchical regression analyses showed that a change in ethnic representation toward fewer Latinos in middle school than elementary school was related to less perceived belonging and lower achievement in schools with low ethnic diversity. There were no mean differences as a function of declining representation in more diverse middle schools, suggesting that greater school diversity was protective. Findings highlight the importance of examining school ethnic context, especially across the middle school transition. © 2016 The Authors. Journal of Research on Adolescence © 2016 Society for Research on Adolescence.

Peer Victimization within the Ethnic Context of High School

ERIC Educational Resources Information Center

Felix, Erika D.; You, Sukkyung

2011-01-01

Risk for peer victimization varies by ethnicity, but few studies explore how the ethnic context of the school can affect this. Using a large sample of schools and high school students, we used hierarchical linear modeling to explore victimization risk by ethnicity within the ethnic context of the school. Models predicted total, physical, verbal,…

Instructional Approaches in Kindergarten: What Works for Whom?

ERIC Educational Resources Information Center

Chiatovich, Tara; Stipek, Deborah

2016-01-01

This study used ECLS-K 1998-1999 data to evaluate whether specific kindergarten teaching practices predicted school-year learning gains differently, depending on children's ethnicity, SES, and fall test scores. Exploratory factor analyses guided the creation of four literacy and five math instruction composites from teachers' reports of their…

Cultural Diversity in Higher Education: Implications for Hospitality Programs

ERIC Educational Resources Information Center

Casado, Matt A.; Dereshiwsky, Mary I.

2007-01-01

During the decade of the 1990s, the rapidly changing ethnic composition of our schools and workplace, especially in the hospitality industry, required that attention be given to curriculum content and methods of instruction to accommodate increasing numbers of minority students and employees. Most institutions, including hospitality programs,…

OPERATION P.R.I.M.A. - RECLAIM.

ERIC Educational Resources Information Center

GREENSTEIN, RAYMOND; TIRADO, MOISES

THIS PROJECT RECRUITED TEACHERS OF PUERTO RICAN EXTRACTION IN ORDER TO IMPROVE THE ETHNIC COMPOSITION OF SCHOOL STAFFS, TO PROVIDE NEW INSIGHTS AND APPROACHES TO EDUCATIONAL PROBLEMS, AND TO GIVE PUERTO RICAN CHILDREN THE BENEFIT OF ASSOCIATION WITH TEACHERS OF SIMILAR BACKGROUND. THREE HUNDRED APPLICANTS RESPONDED TO AN INITIAL RECRUITMENT…

The Indirect Effect of Ethnic Identity on Marijuana Use Through School Engagement: An African American High School Sample.

PubMed

Arsenault, Chelsea E; Fisher, Sycarah; Stevens-Watkins, Danelle; Barnes-Najor, Jessica

2018-01-16

African American marijuana use is associated with many negative social, emotional, and health-related consequences. Of significance, over recent years this population has shown an increase in use. In the literature, ethnic identity and school engagement are prominent protective factors against substance use. This study will examine how these protective factors are related, specifically whether ethnic identity mitigates risk through school engagement to reduce marijuana use. A path analysis was conducted with 437 African American high school students (41% male) from Midwestern schools to examine the role of school engagement in the relationship between ethnic identity and marijuana use. The results revealed that students high in ethnic identity have higher school engagement, which lessens their frequency of marijuana use. Therefore, ethnic identity reduces marijuana use by increasing student's school engagement. Conclusions/Importance: The results offer a clearer picture of how ethnic identity and school engagement protect against marijuana use. The results also present insight into how to protect students who are low in ethnic identity.

For Better or Worse: Friendship Choices and Peer Victimization Among Ethnically Diverse Youth in the First Year of Middle School.

PubMed

Echols, Leslie; Graham, Sandra

2016-09-01

As children approach early adolescence, the risk of peer victimization often increases. Many children experience some form of peer victimization during this time, but children who experience chronic victimization may be particularly vulnerable to adjustment difficulties. Thus, identifying risk and protective factors associated with chronic victimization continues to be an important area of research. This study examined the effect of change in the victimization of friends on change in children's own victimization, taking into account the ethnic group representation of children in their classes. Over 3000 6th grade students (52 % female; M = 11.33 years) were drawn from 19 middle schools varying in ethnic composition. Friendships were distinguished by type-reciprocal, desired, and undesired-and a novel methodology for measuring ethnic group representation at the individual level was employed. Multilevel modeling indicated that change in friends' victimization from fall to spring of 6th grade had a differential impact on children's own victimization by friendship type and that the benefits and consequences of change in friends' victimization were especially pronounced for children in the numerical ethnic majority. The findings underscore the role of friendship choices in peer victimization, even if those choices are not reciprocated, and highlight the unique social risks associated with being in the numerical ethnic majority.

For Better or Worse: Friendship Choices and Peer Victimization among Ethnically Diverse Youth in the First Year of Middle School

PubMed Central

Echols, Leslie; Graham, Sandra

2016-01-01

As children approach early adolescence, the risk of peer victimization often increases. Many children experience some form of peer victimization during this time, but children who experience chronic victimization may be particularly vulnerable to adjustment difficulties. Thus, identifying risk and protective factors associated with chronic victimization continues to be an important area of research. This study examined the effect of change in the victimization of friends on change in children’s own victimization, taking into account the ethnic group representation of children in their classes. Over 3,000 6th grade students (52% female; M = 11.33 years) were drawn from 19 middle schools varying in ethnic composition. Friendships were distinguished by type—reciprocal, desired, and undesired—and a novel methodology for measuring ethnic group representation at the individual level was employed. Multilevel modeling indicated that change in friends’ victimization from fall to spring of 6th grade had a differential impact on children’s own victimization by friendship type and that the benefits and consequences of change in friends’ victimization were especially pronounced for children in the numerical ethnic majority. The findings underscore the role of friendship choices in peer victimization, even if those choices are not reciprocated, and highlight the unique social risks associated with being in the numerical ethnic majority. PMID:27272516

Racially and Ethnically Diverse Schools and Adolescent Romantic Relationships*

PubMed Central

Strully, Kate

2015-01-01

Focusing on romantic relationships, which are often seen as a barometer of social distance, this analysis investigates how adolescents from different racial-ethnic and gender groups respond when they attend diverse schools with many opportunities for inter-racial-ethnic dating. Which groups respond by forming inter-racial-ethnic relationships, and which groups appear to “work around” opportunities for inter-racial-ethnic dating by forming more same-race-ethnicity relationships outside of school boundaries? Most prior studies have analyzed only relationships within schools and, therefore, cannot capture a potentially important way that adolescents express preferences for same-race-ethnicity relationships and/or work around constraints from other groups’ preferences. Using the National Longitudinal Study of Adolescent Health, I find that, when adolescents are in schools with many opportunities for inter-racial-ethnic dating, black females and white males are most likely to form same-race-ethnicity relationships outside of the school; whereas Hispanic males and females are most likely to date across racial-ethnic boundaries within the school. PMID:25848670

Role of ethnicity in human papillomavirus vaccination uptake: a cross-sectional study of girls from ethnic minority groups attending London schools

PubMed Central

Rockliffe, Lauren; Waller, Jo; Marlow, Laura A V; Forster, Alice S

2017-01-01

Objectives Research suggests that girls from ethnic minority groups are less likely to receive the human papillomavirus (HPV) vaccination than white British girls; however, the specific ethnic minority groups that have lower uptake have not been identified. This study aimed to examine the relationship between school-level uptake and ethnicity as well as uptake and other ethnicity-related factors, to understand which specific groups are less likely to receive the vaccination. Methods Aggregated uptake rates from 195 schools were obtained for each of the three recommended vaccine doses from 2008 to 2010. Census data at the lower super output area (LSOA) level for the postcode of each school were also obtained, describing the ethnic breakdown of the resident population (ethnicity, language spoken, religion, proficiency in English and duration of residency in the UK). These were used as proxy measures of the ethnic make-up of the schools. The most prevalent non-majority group for each ethnicity and ethnicity-related factor was assigned to each school. Analyses explored differences in uptake by ethnicity and ethnicity-related factors. Results No significant differences in vaccination uptake were found by ethnicity or ethnicity-related factors, although descriptive differences were apparent. Schools in areas where black ethnicities were the most prevalent non-white British ethnicities had consistently low rates of uptake for all doses. Schools in areas where some Asian ethnicities were the most prevalent non-white British ethnicities had consistently high rates of uptake for all doses. There was evidence of variability in mean uptake rates for ethnicities within ‘black’ and ‘Asian’ ethnic groups. Conclusions Future research would benefit from focusing on specific ethnicities rather than broad ethnic categories. Replication of this study with a larger sample and using complete individual-level data, collected on a national level, would provide a clearer indication of where ethnic differences in HPV vaccination uptake exist. PMID:28235971

Ethnic Identity, Gender, and Adolescent Attitude toward School: Adaptive Perspectives in Diverse Settings

PubMed Central

Booth, Margaret Zoller; Curran, Erin M.; Frey, Christopher J.; Gerard, Jean M.; Collet, Bruce; Bartimole, Jennifer

2015-01-01

The relationships between adolescent ethnic identity and attitudes toward school and school climate are investigated in a small, multiracial/multiethnic city in the Great Lakes region with ethnically diverse adolescents taught by primarily White teachers. The mixed methods investigation of 986 eighth through eleventh grade students during the 2010–2011 academic year suggests that the relationship between ethnic identity and attitude toward school is a complex interaction among individual characteristics of ethnicity/race, ethnic identity, gender, and ecological context. Quantitative results reveal that White female and Hispanic and African American male students exhibit strong ethnic identity that correlates positively with school attitude; however, qualitative results indicate very different paths in getting to those outcomes. Hispanic students appear to benefit from a strong ethnic identity that assists with positive relationships at school, while African American male students utilize parental cultural socialization as a protective function in school. The results emphasize the implications of positive school climates for all students. PMID:25866457

Exploring the Civic Identities of Latina/o High School Students: Reframing the Historical Narrative

ERIC Educational Resources Information Center

Salinas, Cinthia; Alarcón, Jeannette D.

2016-01-01

Notions of citizenship, as taught through the official state curriculum, are narrow and fail to consider the importance of histories that reveal a composite of diverse races/ethnicities, multiple languages, and complex patterns of immigration and transnationalism. The richness of such histories embodies the experiences and contributions of…

Hispanic Students in Higher Education.

ERIC Educational Resources Information Center

Martinez-Perez, Luis A.

To reflect the changing composition of ethnic groups in the population and the recorded aspirations of hispanic high school seniors, institutions of higher education must prepare for a dramatic increase in the numbers of hispanics attending in the decade of the 1980's. Outlined in the paper are factors which affect hispanic (Cuban, Mexican, and…

Racial and Ethnic Socialization as Moderators of Racial Discrimination and School Adjustment of Adopted and Non-adopted Korean American Adolescents

PubMed Central

Seol, Kyoung Ok; Yoo, Hyung Chol; Lee, Richard M.; Park, Ji Eun; Kyeong, Yena

2015-01-01

This study investigated roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from White adoptive families and 155 non-adopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than non-adopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. Moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas, ethnic socialization buffered this link for non-adopted Korean American adolescents. Findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment. PMID:26479418

Racial and ethnic socialization as moderators of racial discrimination and school adjustment of adopted and nonadopted Korean American adolescents.

PubMed

Seol, Kyoung Ok; Yoo, Hyung Chol; Lee, Richard M; Park, Ji Eun; Kyeong, Yena

2016-04-01

This study investigated the roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from White adoptive families and 155 nonadopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than nonadopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. A moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas ethnic socialization buffered this link for nonadopted Korean American adolescents. The findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment. (c) 2016 APA, all rights reserved).

Role of ethnicity in human papillomavirus vaccination uptake: a cross-sectional study of girls from ethnic minority groups attending London schools.

PubMed

Rockliffe, Lauren; Waller, Jo; Marlow, Laura A V; Forster, Alice S

2017-02-23

Research suggests that girls from ethnic minority groups are less likely to receive the human papillomavirus (HPV) vaccination than white British girls; however, the specific ethnic minority groups that have lower uptake have not been identified. This study aimed to examine the relationship between school-level uptake and ethnicity as well as uptake and other ethnicity-related factors, to understand which specific groups are less likely to receive the vaccination. Aggregated uptake rates from 195 schools were obtained for each of the three recommended vaccine doses from 2008 to 2010. Census data at the lower super output area (LSOA) level for the postcode of each school were also obtained, describing the ethnic breakdown of the resident population (ethnicity, language spoken, religion, proficiency in English and duration of residency in the UK). These were used as proxy measures of the ethnic make-up of the schools. The most prevalent non-majority group for each ethnicity and ethnicity-related factor was assigned to each school. Analyses explored differences in uptake by ethnicity and ethnicity-related factors. No significant differences in vaccination uptake were found by ethnicity or ethnicity-related factors, although descriptive differences were apparent. Schools in areas where black ethnicities were the most prevalent non-white British ethnicities had consistently low rates of uptake for all doses. Schools in areas where some Asian ethnicities were the most prevalent non-white British ethnicities had consistently high rates of uptake for all doses. There was evidence of variability in mean uptake rates for ethnicities within 'black' and 'Asian' ethnic groups. Future research would benefit from focusing on specific ethnicities rather than broad ethnic categories. Replication of this study with a larger sample and using complete individual-level data, collected on a national level, would provide a clearer indication of where ethnic differences in HPV vaccination uptake exist. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Ethnic Segregation in Arizona Charter Schools.

ERIC Educational Resources Information Center

Cobb, Casey D.; Glass, Gene V.

1999-01-01

Addressed whether Arizona charter schools were more ethnically segregated than traditional public schools by studying 55 urban and 57 rural charter schools. Nearly half showed evidence of substantial ethnic segregation, and charter schools were higher in white enrollment than other public schools. (SLD)

Variation in obesity among American secondary school students by school and school characteristics.

PubMed

O'Malley, Patrick M; Johnston, Lloyd D; Delva, Jorge; Bachman, Jerald G; Schulenberg, John E

2007-10-01

Body mass index (BMI) is known to vary by individual characteristics, but little is known about whether BMI varies by school and by school characteristics. Nationally representative samples of United States schools and students are used to determine the extent to which BMI and percent of students at or above the 85th percentile of BMI vary by school and by school characteristics. Data from the 1991-2004 Monitoring the Future (MTF) study were analyzed in 2006 and 2007. A relatively small proportion of variance in BMI lies between schools; intraclass correlations are on the order of 3%. Still, this is sufficient variation to provide very different environments for students attending schools that are low versus high in average BMI. There is some modest variation by school type (public, Catholic private, non-Catholic private); school size (number of students in the sampled grade); region of the country; and population density. There is more variation as a function of school socioeconomic status (SES) and racial/ethnic composition of the school. School SES in particular was negatively associated with BMI levels, even after controlling individual-level SES and racial/ethnic status. The residual differences in BMI by school suggest that some characteristic of the school and/or community environment--perhaps cultural factors or peer role modeling or differences in school food, beverage, or physical education policies--facilitate obesity in schools with a high concentration of lower socioeconomic students, beyond individual-level factors.

Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005.

PubMed

Wallace, John M; Goodkind, Sara; Wallace, Cynthia M; Bachman, Jerald G

2008-01-01

The present study uses large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students to examine current patterns and recent trends (1991 to 2005) in racial, ethnic, and gender differences in school discipline. We found that Black, Hispanic, and American Indian youth are slightly more likely than White and Asian American youth to be sent to the office and substantially (two to five times) more likely to be suspended or expelled. Although school discipline rates decreased over time for most ethnic groups, among Black students school discipline rates increased between 1991 and 2005. Logistic regression analyses that controlled for racial and ethnic differences in socio-demographic factors suggest racial and ethnic differences in school discipline do not result from racial and ethnic differences in socioeconomic status. Future research and practice efforts should seek to better understand and to eliminate racial, ethnic and gender disproportionality in school discipline.

Ethnicity and Schooling: A Caribbean Case Study.

ERIC Educational Resources Information Center

Gibson, Margaret A.

What is the relationship of ethnicity to students' experiences in and responses to schooling? How is success in school related to ethnicity? In this dissertation the schools and community of St. Croix, U.S. Virgin Islands, provide the setting for a multi-ethnic comparative case study in educational anthropology which addresses these questions.…

Ethnic Heritage and Language Schools in America. Studies in American Folklife, No. 4.

ERIC Educational Resources Information Center

Bradunas, Elena; Topping, Brett, Ed.

This book reports the findings of the Ethnic Heritage and Language Schools Project undertaken by the American Folklife Center in 1982. Twenty-one researchers used participant observation to study ethnic schools in different parts of the United States. The project studied schools that correspond to Fishman's classification of ethnic education…

Validity of total and segmental impedance measurements for prediction of body composition across ethnic population groups.

PubMed

Deurenberg, P; Deurenberg-Yap, M; Schouten, F J M

2002-03-01

To test the impact of body build factors on the validity of impedance-based body composition predictions across (ethnic) population groups and to study the suitability of segmental impedance measurements. Cross-sectional observational study. Ministry of Health and School of Physical Education, Nanyang Technological University, Singapore. A total of 291 female and male Chinese, Malays and Indian Singaporeans, aged 18-69, body mass index (BMI) 16.0-40.2 kg/ m2. Anthropometric parameters were measured in addition to impedance (100 kHz) of the total body, arms and legs. Impedance indexes were calculated as height2/impedance. Arm length (span) and leg length (sitting height), wrist and knee width were measured from which body build indices were calculated. Total body water (TBW) was measured using deuterium oxide dilution. Extra cellular water (ECW) was measured using bromide dilution. Body fat percentage was determined using a chemical four-compartment model. The bias of TBW predicted from total body impedance index (bias: measured minus predicted TBW) was different among the three ethnic groups, TBW being significantly underestimated in Indians compared to Chinese and Malays. This bias was found to be dependent on body water distribution (ECW/TBW) and parameters of body build, mainly relative (to height) arm length. After correcting for differences in body water distribution and body build parameters the differences in bias across the ethnic groups disappeared. The impedance index using total body impedance was better correlated with TBW than the impedance index of arm or leg impedance, even after corrections for body build parameters. The study shows that ethnic-specific bias of impedance-based prediction formulas for body composition is due mainly to differences in body build among the ethnic groups. This means that the use of 'general' prediction equations across different (ethnic) population groups without prior testing of their validity should be avoided. Total body impedance has higher predictive value than segmental impedance.

Promoting tolerance and moral engagement through peer modeling.

PubMed

McAlister, A L; Ama, E; Barroso, C; Peters, R J; Kelder, S

2000-11-01

Behavioral journalism influences audiences by presenting peer modeling for cognitive processes that lead to behavior change. This technique was used in student newsletters promoting intergroup tolerance and moral engagement in a Houston high school with a diverse ethnic composition. Pretest (N = 393) and posttest (N = 363) cross-sectional comparisons of the student population in that school provided evidence of short-term (6 month) communication effects on attitudes and behavior. Tolerance and moral engagement increased among students in the school where behavioral journalism newsletters were distributed, and there was a corresponding reduction in hostile behavioral intentions and in reports of verbal aggression.

School Belonging, Ethnic Identity, and Psychological Adjustment among Ethnic Minority College Students

ERIC Educational Resources Information Center

Gummadam, Praveena; Pittman, Laura D.; Ioffe, Micah

2016-01-01

This study considers how the psychological adjustment of ethnic minority college students may be linked to a sense of school belonging and ethnic identity, two constructs related to individuals feeling like they belong to a larger group. Using self-reports from 311 undergraduates from ethnic minority backgrounds, school belonging was found to be…

Ethnic Disparities in School-Based Behavioral Health Service Use for Children With Psychiatric Disorders.

PubMed

Locke, Jill; Kang-Yi, Christina D; Pellecchia, Melanie; Marcus, Steven; Hadley, Trevor; Mandell, David S

2017-01-01

We examined racial/ethnic disparities in school-based behavioral health service use for children with psychiatric disorders. Medicaid claims data were used to compare the behavioral healthcare service use of 23,601 children aged 5-17 years by psychiatric disorder (autism, attention deficit hyperactivity disorder [ADHD], conduct/oppositional defiant disorder, and "other") and by race/ethnicity (African-American, Hispanic, white, and other). Logistic and generalized linear regression analyses were used. Differences in service use by racial/ethnic group were identified within and across diagnostic groups, both for in-school service use and out-of-school service use. For all disorders, Hispanic children had significantly lower use of in-school services than white children. Among children with ADHD, African-American children were less likely to receive in-school services than white children; however, there were no differences in adjusted annual mean Medicaid expenditures for in-school services by race/ethnicity or psychiatric disorders. Statistically significant differences by race/ethnicity were found for out-of-school service use for children with ADHD and other psychiatric disorders. There were significant differences by race/ethnicity in out-of-school service use for each diagnostic group. Differences in the use of school-based behavioral health services by racial and ethnic groups suggest the need for culturally appropriate outreach and tailoring of services to improve service utilization. © 2016, American School Health Association.

The Geography of Inequality: Why Separate Means Unequal in American Public Schools*

PubMed Central

Logan, John R.; Minca, Elisabeta; Adar, Sinem

2013-01-01

Persistent school segregation does not only mean that children of different racial and ethnic backgrounds attend different schools, but their schools are also unequal in their performance. This study documents nationally the extent of disparities in school performance between schools attended by whites and Asians compared to blacks, Hispanics, and Native Americans. It further examines the geography of school inequality in two ways. First it analyzes the segregation of students between different types of school profiles based on racial composition, poverty and metropolitan location. Second it estimates the independent effects of these and other school and school district characteristics on school performance, identifying which aspects of school segregation are the most important sources of disadvantage. A focus on schools at the bottom of the distribution as in No Schools Left Behind would not ameliorate wide disparities between groups that are found run across the whole spectrum of school performance. PMID:24259754

Ethnic Identity Construction in the Schooling Context: A Case Study of a Tibetan Neidi Boarding School in China

ERIC Educational Resources Information Center

Zhiyong, Zhu

2007-01-01

This article reviews the studies concerning ethnic identity construction in the schooling context. Next, it outlines a conceptual framework about theories of ethnic identity. Finally, it demonstrates a case study of ethnic identity construction of Neidi Tibet School with data collection and analysis. (Contains 1 note, 2 tables, and 2 figures.)

Details from the Dashboard: Charter School Race/Ethnicity Demographics

ERIC Educational Resources Information Center

National Alliance for Public Charter Schools, 2012

2012-01-01

This "Details from the Dashboard" report examines race/ethnicity breakouts for public charter schools and traditional public schools at the state and the school district level. The data in this report indicate that in the large majority of states, the race/ethnicity student demographics of charter schools are almost identical to those of the…

Does outdoor alcohol advertising around elementary schools vary by the ethnicity of students in the school?

PubMed

Pasch, Keryn E; Komro, Kelli A; Perry, Cheryl L; Hearst, Mary O; Farbakhsh, Kian

2009-04-01

The objectives of this study were to determine: (1) if the number of outdoor alcohol advertisements around schools varied by ethnicity of students in the school; and (2) how the content of alcohol advertising around schools varied by the ethnicity of students in the school. All outdoor alcohol advertisements within 1500 feet of 63 Chicago schools were documented and coded for content and theme. On average, the ethnic make-up of schools was 54.9% African American, 24.4% Hispanic, and 16.2% White; 79.7% of students were low SES. To compare the mean number and type of ads by ethnicity of the school, schools were coded by ethnicity (i.e., 20% or more Hispanic students compared with less than 20% Hispanic students). Youth attending schools with 20% or more Hispanic students were exposed to 6.5 times more alcohol advertising than students attending schools with less than 20% Hispanic students. Schools with 20% or more Hispanic students were also surrounded by more beer advertising and alcohol advertisements on bars and liquor stores. Alcohol advertising is more prevalent around schools with 20% or more Hispanic students. Policies should be considered to reduce the amount of alcohol advertising around schools.

Does outdoor alcohol advertising around elementary schools vary by the ethnicity of students in the school?

PubMed Central

Pasch, Keryn E.; Komro, Kelli A.; Perry, Cheryl L.; Hearst, Mary O.; Farbakhsh, Kian

2008-01-01

Objectives The objectives of this study were to determine: (1) if the number of outdoor alcohol advertisements around schools varied by ethnicity of students in the school, and (2) how the content of alcohol advertising around schools varied by the ethnicity of students in the school. Methods All outdoor alcohol advertisements within 1500 feet of 63 Chicago schools were documented and coded for content and theme. On average, the ethnic make-up of schools was 54.9% African American, 24.4% Hispanic, and 16.2% White; 79.7% of students were low SES. To compare the mean number and type of ads by ethnicity of the school, schools were coded by ethnicity (i.e. 20% or more Hispanic students compared with less than 20% Hispanic students). Results Youth attending schools with 20% or more Hispanic students were exposed to 6.5 times more alcohol advertising than students attending schools with less than 20% Hispanic students. Schools with 20% or more Hispanic students were also surrounded by more beer advertising and alcohol advertisements on bars and liquor stores. Conclusions Alcohol advertising is more prevalent around schools with 20% or more Hispanic students. Policies should be considered to reduce the amount of alcohol advertising around schools. PMID:18821155

Interracial Friendships in the Transition to College: Do Birds of a Feather Flock Together Once They Leave the Nest?

ERIC Educational Resources Information Center

Stearns, Elizabeth; Buchmann, Claudia; Bonneau, Kara

2009-01-01

Because of segregation in neighborhoods and schools, college may provide the first opportunity for many young adults to interact closely with members of different racial and ethnic groups. Little research has examined how interracial friendships form during this period. This article investigates changes in the racial composition of friendship…

Do Students' Religion and School Absences Moderate the Effect of Ethnic Stereotypes on School-Placement Recommendations?

ERIC Educational Resources Information Center

Klapproth, Florian; Kärchner, Henrike; Glock, Sabine

2018-01-01

The results of two experiments demonstrate that preservice teachers made biased school-placement recommendations depending on student's ethnicity, which on average penalized students from an ethnic minority. Moreover, additional information that was supposed to disconfirm ethnic stereotypes (religious affiliation in Experiment 1, number of missed…

Reproducing Monocultural Education: Ethnic Majority Staff's Discursive Constructions of Monocultural School Practices

ERIC Educational Resources Information Center

Mampaey, Jelle; Zanoni, Patrizia

2016-01-01

This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we…

Circle of Care: Extending Beyond Primary Caregivers to Examine Collaborative Caretaking in Adolescent Development

PubMed Central

Margolis, Kathryn L.; Fosco, Gregory M.; Stormshak, Elizabeth A.

2013-01-01

In the contemporary family, which is increasingly shaped by multicultural influences, parents rarely are the sole caretakers of their children. To improve understanding of family dynamics, researchers must redefine caregiving networks to include multiple caregivers, such as extended family members. This study explored the influences of caregiving networks on youth depression by examining who youths perceived as caretakers, how many caretakers were in their networks, the youths’ connectedness with adults in their network, and harmony of relationships among adults within the network. Data from an ethnically diverse, urban sample of 180 middle school youths revealed participation of multiple caregivers for all groups, but ethnic differences existed in network composition. These differences in network composition are discussed within a socio-cultural context, considering how positive relationships with specific caregivers may buffer future depression. Longitudinal analyses confirmed the importance of positive relationships with caregiving networks for youth of color when predicting future depression. PMID:27453615

Accelerated weight gain among children during summer versus school year and related racial/ethnic disparities: a systematic review.

PubMed

Franckle, Rebecca; Adler, Rachel; Davison, Kirsten

2014-06-12

The objective of this study was to compile and summarize research examining variations in weight gain among students during the summer in comparison to the school year, with a focus on racial/ethnic disparities and students who are at risk of overweight. A systematic search of PubMed and Embase was conducted. Reference lists of identified articles and Google Scholar were also reviewed. Studies that assessed summer weight gain in school children were included. Inclusion criteria were: 1) a focus on children and adolescents aged 5 to 17 attending school; 2) a measured body composition before and after the summer vacation; 3) English-language articles; and 4) publication in a peer-reviewed journal since January 1, 1990. Data were extracted from selected studies in the following categories: study purpose, setting, study design, population, sample size, data collection method, and findings. Seven eligible studies were included in the review. Six of the 7 studies reported accelerated summer weight gain for at least a portion of the study population, with an effect of summer on weight gain identified for the following subgroups: black, Hispanic, and overweight children and adolescents. There may be a trend in increased rate of weight gain during summer school vacation, particularly for high-risk groups, including certain racial/ethnic populations and overweight children and adolescents. Potential solutions for the problem of accelerated summer weight gain include greater access to recreational facilities, physical activity programming, and summer food programs. Further research in this area is needed as summer weight gain may exacerbate existing health disparities.

Ethnic identity, school connectedness, and achievement in standardized tests among Mexican-origin youth.

PubMed

Santos, Carlos E; Collins, Mary Ann

2016-07-01

The aim of this study was to investigate the association between school connectedness and performance in standardized test scores and whether this association was moderated by ethnic private regard. The study combines self-report data with school district reported data on standardized test scores in reading and math and free and reduced lunch status. Participants included 436 Mexican-origin youth attending a middle school in a southwestern U.S. state. Participants were on average 12.34 years of age (SD = .95) and 51.8% female and 48.2% male. After controlling for age, gender, free and reduced lunch status, and generational status, school connectedness and ethnic private regard were both positive predictors of standardized test scores in reading and math. Results also revealed a significant interaction between school connectedness and ethnic private regard in predicting standardized test scores in reading, such that participants who were low on ethnic private regard and low on school connectedness reported lower levels of achievement compared to participants who were low on ethnic private regard but high on school connectedness. At high levels of ethnic private regard, high or low levels of school connectedness were not associated with higher or lower standardized test scores in reading. The findings in this study provide support for the protective role that ethnic private regard plays in the educational experiences of Mexican-origin youth and highlights how the local school context may play a role in shaping this finding. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Managing Legitimacy in the Educational Quasi-Market: A Study of Ethnically Diverse, Inclusive Schools in Flanders

ERIC Educational Resources Information Center

Mampaey, Jelle; Zanoni, Patrizia

2014-01-01

In this paper, we examine how ethnically diverse, inclusive schools manage their legitimacy in an educational quasi-market. These schools are often threatened with a loss of legitimacy as ethnic majority parents perceive an ethnically diverse student population and radical pedagogical practices as signs of lower quality education. However,…

Business structure, ethnic shifts in labor markets, and violence: the link between company size, local labor markets, and non-Latino homicide.

PubMed

Barranco, Raymond E; Shihadeh, Edward S

2015-01-01

Combining several schools of thought, including the civic engagement thesis, we extend current research by linking three things at the county level; firm size, the ethnic composition of labor markets, and violent crime. Our results suggest that larger businesses (based on the average number of persons employed) are more likely to have an external orientation and long recruitment reach, and this is linked to ethnic shifts in labor markets toward Latino workers. Such shifts are in turn associated with high rates of homicide among non-Latinos. Through indirect effects modeling, we find that increases in Black homicide are linked to rises in concentrated poverty, while increases in White homicide are linked to changes in unemployment. We discuss the implications of our findings. Copyright © 2014 Elsevier Inc. All rights reserved.

Middle School Teacher and Student Ethnicity in Texas: A MultiYear Statewide Analysis

ERIC Educational Resources Information Center

Bone, Jamie; Slate, John R.; Martinez-Garcia, Cynthia

2011-01-01

In this investigation, relationships between teacher ethnicity and student ethnicity in Texas public middle schools were examined. Through the Texas Education Agency Academic Excellence Indicator System, publicly available data on all public middle schools in Texas for the 1999-2000 through 2009-2010 school years were downloaded. Statistically…

Parent Satisfaction and Alienation from Schools: Examining Ethnic Differences.

ERIC Educational Resources Information Center

Erickson, Chris D.; And Others

Parent involvement in schools is related to children's increased academic achievement and can be an important resource for school personnel. Parents of racial and ethnic minority groups, however, have been found to be less likely to become involved in their children's schools. This study investigated whether white and racial and ethnic minority…

Why and when is ethnic harassment a risk for immigrant adolescents' school adjustment? understanding the processes and conditions.

PubMed

Bayram Özdemir, Sevgi; Stattin, Håkan

2014-08-01

Ethnically harassed immigrant youth are at risk for experiencing a wide range of school adjustment problems. However, it is still unclear why and under what conditions experiencing ethnic harassment leads to school adjustment difficulties. To address this limitation in the literature, we examined two important questions. First, we investigated whether self-esteem and/or depressive symptoms would mediate the associations between ethnic harassment and poor school adjustment among immigrant youth. Second, we examined whether immigrant youths' perception of school context would play a buffering role in the pathways between ethnic harassment and school adjustment difficulties. The sample (n = 330; M age = 14.07, SD = .90; 49% girls at T1) was drawn from a longitudinal study in Sweden. The results revealed that experiencing ethnic harassment led to a decrease in immigrant youths' self-esteem over time, and that youths' expectations of academic failure increased. Further, youths' relationships with their teachers and their perceptions of school democracy moderated the mediation processes. Specifically, when youth had poor relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment led to a decrease in their self-esteem. In turn, they reported low school satisfaction and perceived themselves as being unsuccessful in school. Such indirect effects were not observed when youth had high positive relationships with their teachers or perceived their school as offering a democratic environment. These findings highlight the importance of understanding underlying processes and conditions in the examination of the effects of ethnic devaluation experiences in order to reach a more comprehensive understanding of immigrant youths' school adjustment.

Ethnic Community Mother Tongue Schools in the U.S.A.: Dynamics and Distributions.

ERIC Educational Resources Information Center

Fishman, Joshua A.

1980-01-01

Research indicates that the number of ethnic community mother tongue schools may actually be increasing in the United States. These schools moderate and modulate ethnic uniqueness while channeling Americanness via the community's own institutions. (Author/GC)

Validity of body composition methods across ethnic population groups.

PubMed

Deurenberg, P; Deurenberg-Yap, M

2003-10-01

Most in vivo body composition methods rely on assumptions that may vary among different population groups as well as within the same population group. The assumptions are based on in vitro body composition (carcass) analyses. The majority of body composition studies were performed on Caucasians and much of the information on validity methods and assumptions were available only for this ethnic group. It is assumed that these assumptions are also valid for other ethnic groups. However, if apparent differences across ethnic groups in body composition 'constants' and body composition 'rules' are not taken into account, biased information on body composition will be the result. This in turn may lead to misclassification of obesity or underweight at an individual as well as a population level. There is a need for more cross-ethnic population studies on body composition. Those studies should be carried out carefully, with adequate methodology and standardization for the obtained information to be valuable.

Diversification of school psychology: Developing an evidence base from current research and practice.

PubMed

Blake, Jamilia J; Graves, Scott; Newell, Markeda; Jimerson, Shane R

2016-09-01

Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of this diversity is essential to effective service delivery. To achieve this goal, school psychology trainers must develop evidence-based, purposeful efforts to recruit and retain racial/ethnic minority students in doctoral programs. For these reasons, we called for a special issue on diversifying the field of school psychology. The purpose of this special issue is to advance the evidence-base in school psychology on how to increase diverse scholars and leaders in the profession. Moreover, the goal is to also evaluate the status of the profession in effectively recruiting and retaining racial/ethnic minority graduate students, mentoring racial/ethnic minority students to pursue careers in academia, and promoting faculty development and retention of racially and ethnically diverse faculty. Thus, the articles in this special issue will address critical areas where trainers can improve recruitment and retention strategies that will increase the racial/ethnic diversity of school psychology faculty, leaders, and practitioners. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Social Identity Complexity, Cross-ethnic Friendships, and Intergroup Attitudes in Urban Middle Schools

PubMed Central

Knifsend, Casey A.; Juvonen, Jaana

2013-01-01

The current study investigated contextual antecedents (i.e., cross-ethnic peers and friends) and correlates (i.e., intergroup attitudes) of social identity complexity in seventh grade. Social identity complexity refers to the perceived overlap among social groups with which youth identify. Identifying mostly with out-of-school sports, religious affiliations, and peer crowds, the ethnically diverse sample (N = 622; Mage in seventh grade = 12.56) showed moderately high complexity. Social identity complexity mediated the link between cross-ethnic friendships and ethnic intergroup attitudes, but only when adolescents had a high proportion of cross-ethnic peers at school. Results are discussed in terms of how school diversity can promote complex social identities and positive intergroup attitudes. PMID:24032401

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.

PubMed

Hughes, Jan N; Im, MyungHee; Kwok, Oi-Man; Cham, Heining; West, Stephen G

2015-09-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context

PubMed Central

Hughes, Jan N.; Im, MyungHee; Kwok, Oi-man; Cham, Heining; West, Stephen G.

2014-01-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students. PMID:26347591

Medical school applicants from ethnic minority groups: identifying if and when they are disadvantaged.

PubMed Central

McManus, I. C.; Richards, P.; Winder, B. C.; Sproston, K. A.; Styles, V.

1995-01-01

OBJECTIVE--To assess whether people from ethnic minority groups are less likely to be accepted at British medical schools, and to explore the mechanisms of disadvantage. DESIGN--Prospective study of a national cohort of medical school applicants. SETTING--All 28 medical schools in the United Kingdom. SUBJECTS--6901 subjects who had applied through the Universities' Central Council on Admissions in 1990 to study medicine. MAIN OUTCOME MEASURES--Offers and acceptance at medical school by ethnic group. RESULTS--Applicants from ethnic minority groups constituted 26.3% of those applying to medical school. They were less likely to be accepted, partly because they were less well qualified and applied later. Nevertheless, taking educational and some other predictors into account, applicants from ethnic minority groups were 1.46 times (95% confidence interval 1.19 to 1.74) less likely to be accepted. Having a European surname predicted acceptance better than ethnic origin itself, implying direct discrimination rather than disadvantage secondary to other possible differences between white and non-white applicants. Applicants from ethnic minority groups fared significantly less well in 12 of the 28 British medical schools. Analysis of the selection process suggests that medical schools make fewer offers to such applicants than to others with equivalent estimated A level grades. CONCLUSIONS--People from ethnic minority groups applying to medical school are disadvantaged, principally because ethnic origin is assessed from a candidate's surname; the disadvantage has diminished since 1986. For subjects applying before A level the mechanism is that less credit is given to referees' estimates of A level grades. Selection would be fairer if (a) application forms were anonymous; (b) forms did not include estimates of A level grades; and (c) selection took place after A level results are known. PMID:7888888

The Role of High Schools in Addressing Racial/Ethnic Health Disparities: A Mixed-Methods Assessment

ERIC Educational Resources Information Center

Payton, Erica; Price, James H.

2014-01-01

Racial/ethnic health disparities start early in life and become exacerbated throughout the life cycle. Schools have the opportunity to reduce the severity of disparities. The purpose of this study was to examine whether journals in school health cover racial/ethnic health disparities and to identify what leading authorities in school health…

Peers, tobacco advertising, and secondhand smoke exposure influences smoking initiation in diverse adolescents.

PubMed

Voorhees, Carolyn C; Ye, Cong; Carter-Pokras, Olivia; MacPherson, Laura; Kanamori, Mariano; Zhang, Guangyu; Chen, Lu; Fiedler, Robert

2011-01-01

Identify demographic, social, and environmental factors associated with smoking initiation in a large, racially and ethnically diverse sample of underage youth participating in the 2006 Maryland Youth Tobacco Survey. Cross-sectional, multistage, probability sample survey. Schools (308 middle and high schools) in Maryland. Subjects were 12- to 17-year-old adolescents participating in a school-based survey. New smokers and nonsmokers were included in the analysis (n  =  57,072). Social and media influence, secondhand smoke exposure, tobacco product use, and demographic information including age, race/ethnicity, and geographic region. Chi-square and multiple logistic regression analyses controlling for clustering. Hispanic and Hawaiian/Pacific Islander youth were most likely and Asian and Black youth were least likely to be new smokers. Smoking initiation was positively associated with higher age, living with a current smoker, secondhand smoke exposure, exposure to advertisements for tobacco products, having more friends that smoke, tobacco products offered by friends, risk perceptions, and use of other tobacco products such as smokeless tobacco and cigars. Multivariate logistic regression results suggested that composite measures of peer influence, advertising exposure, and secondhand smoke exposure were independently associated with smoking initiation. Media, peer influence, and secondhand smoke exposure were the most important factors influencing smoking initiation and were common to all racial/ethnic groups in this study. Interventions combining targeted public awareness, education, and media campaigns directed at parents/guardians should be investigated.

Ethnic Diversity in Schools and Bi-Ethnic Dutch Students' Educational Outcomes and Social Functioning

ERIC Educational Resources Information Center

Karssen, Merlijn; van der Veen, Ineke; Volman, Monique

2016-01-01

The present study examined the relationship between ethnic diversity in school and educational outcomes, social-emotional functioning, and citizenship competences for bi-ethnic students. The focus of this study is bi-ethnic children with 1 non-migrant parent (with 2 non-migrant grandparents) and 1 migrant parent (with 2 foreign grandparents). It…

Asian American Ethnic Options: How Cambodian Students Negotiate Ethnic Identities in a U.S. Urban School

ERIC Educational Resources Information Center

Chhuon, Vichet; Hudley, Cynthia

2010-01-01

Research suggests that Cambodian students often endure conflicting ethnic stereotypes from larger society and their school and communities. We examine the ways in which Cambodian youth negotiated their ethnic identities in response to these stereotypes and argue that Cambodian students adopted, rejected, and affirmed certain ethnic identities in…

Exploring the Academic Benefits of Friendship Ties for Latino Boys and Girls*

PubMed

Riegle-Crumb, Catherine; Callahan, Rebecca M

2009-09-01

OBJECTIVES: We examine how the racial/ethnic and generational status composition of Latino students' friendship groups is related to their academic achievement and whether there are differential effects by gender. METHODS: We use multivariate regression analyses to examine the effects of friends' characteristics on Latino students' end of high school grades, utilizing data from the Adolescent Health and Academic Achievement Study (AHAA), and its parent survey, the National Longitudinal Study of Adolescent Health (Add Health). RESULTS: For Latina girls, there are positive effects of having more friendship ties to third-plus-generation Latino peers in contrast to dominant culture peers; yet Latino boys benefit academically from ties to all co-ethnic peers. Having friends with higher parental education promotes achievement of both genders. CONCLUSION: Our results counter notions of a pervasive negative peer influence of minority youth and suggest that co-ethnic ties are an important source of social capital for Latino students' achievement.

Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2014-03-01

The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

School-Based Activities, Misbehavior, Discipline, and Racial and Ethnic Disparities

ERIC Educational Resources Information Center

Latimore, T. Lorraine; Peguero, Anthony A.; Popp, Ann Marie; Shekarkhar, Zahra; Koo, Dixie J.

2018-01-01

School-based discipline can negatively shape the educational outcomes of students, particularly for racial and ethnic minorities. Because racial and ethnic minority youth are at risk for educational failure and marginalized within schools, academic and sport extracurricular activities are often presented as a means to ameliorate educational risk…

The Psychological and Academic Costs of School-Based Racial and Ethnic Microaggressions

ERIC Educational Resources Information Center

Keels, Micere; Durkee, Myles; Hope, Elan

2017-01-01

Research examining links between racial-ethnic microaggressions and educational and psychological outcomes can be improved with the development of brief and reliable measurement tools. Our brief School-Based Racial and Ethnic Microaggressions Scale addresses this gap. First, we examined the prevalence of school-based microaggressions among an…

Accelerated Weight Gain Among Children During Summer Versus School Year and Related Racial/Ethnic Disparities: A Systematic Review

PubMed Central

Adler, Rachel; Davison, Kirsten

2014-01-01

Introduction The objective of this study was to compile and summarize research examining variations in weight gain among students during the summer in comparison to the school year, with a focus on racial/ethnic disparities and students who are at risk of overweight. Methods A systematic search of PubMed and Embase was conducted. Reference lists of identified articles and Google Scholar were also reviewed. Studies that assessed summer weight gain in school children were included. Inclusion criteria were: 1) a focus on children and adolescents aged 5 to 17 attending school; 2) a measured body composition before and after the summer vacation; 3) English-language articles; and 4) publication in a peer-reviewed journal since January 1, 1990. Data were extracted from selected studies in the following categories: study purpose, setting, study design, population, sample size, data collection method, and findings. Results Seven eligible studies were included in the review. Six of the 7 studies reported accelerated summer weight gain for at least a portion of the study population, with an effect of summer on weight gain identified for the following subgroups: black, Hispanic, and overweight children and adolescents. Conclusion There may be a trend in increased rate of weight gain during summer school vacation, particularly for high-risk groups, including certain racial/ethnic populations and overweight children and adolescents. Potential solutions for the problem of accelerated summer weight gain include greater access to recreational facilities, physical activity programming, and summer food programs. Further research in this area is needed as summer weight gain may exacerbate existing health disparities. PMID:24921899

Ethnic differences in body composition and their relation to health and disease in women.

PubMed

Gasperino, J

1996-12-01

Differences in body composition between black and white women have been well established. Black women have more bone and muscle mass, but less fat, as a percentage of body weight, than white women, after controlling for ethnic differences in age, body weight, and height. In addition, black women have more upper-body fat than white women. These ethnic differences in body composition appear to be associated with disease risk in women. The greater skeletal and muscle mass in black compared to white women appears to protect them from osteoporosis. The relationship between fat distribution and cardiovascular disease also appears to be influenced by ethnicity. This review has two purposes: (1) To examine previous research investigating ethnic differences in body composition between black and white women; and (2) To demonstrate the relationship between body composition and disease in women as a function of ethnicity.

Ethnic pride, self-esteem, and school belonging: A reciprocal analysis over time.

PubMed

Hernández, Maciel M; Robins, Richard W; Widaman, Keith F; Conger, Rand D

2017-12-01

School belonging (i.e., social connectedness to school) has positive implications for academic achievement and well-being. However, few studies have examined the developmental antecedents of school belonging, particularly for students of Mexican origin. To address this gap in the research literature, the present study examined reciprocal relations between school belonging and two self-affirmation beliefs-self-esteem and ethnic pride-using data from a longitudinal study of Mexican-origin students followed from fifth to ninth grade (N = 674, Mage at Wave 1 = 10.4 years, 50% girls). Furthermore, we evaluated whether the associations were stronger for boys than girls. Using multiple group analysis in a structural equation modeling framework, results indicate that, among boys, ethnic pride was prospectively associated with increases in self-esteem, self-esteem was associated with increases in school belonging, and the direct association between ethnic pride and school belonging was bidirectional. For girls, ethnic pride was prospectively associated with later school belonging. Discussion focuses on the gender differences in observed effects and implications for school programs and interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Does Ethnic Bias Affect Kindergarten Teachers' School Entry Recommendations?

ERIC Educational Resources Information Center

Becker, Birgit; Tuppat, Julia

2018-01-01

Background: Ethnic educational inequality is present in almost all Western societies. One possible explanation for the persisting disadvantages of children from immigrant family backgrounds is discrimination. Individual ethnic discrimination has been reported in the form of ethnic bias in school teachers' evaluations and recommendations. Children…

European Enlargement and the Integration of the Western Balkans

DTIC Science & Technology

2003-06-01

Balkans 6 . AUTHOR(S) Leonard Demi 5. FUNDING NUMBERS 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Naval Postgraduate School...7th centuries, had the greatest effect on the subsequent ethnic composition of the area. 6 Jelavich, B., History of the Balkans: 20th Century, v...republic. The people were disappointed and demonstrated [Lee, M., “Kosovo between Yugoslavia and Albania,” New Left Review, 6 map of the Balkans

Perceived discrimination as a risk factor for depressive symptoms and substance use among Hispanic adolescents in Los Angeles.

PubMed

Basáñez, Tatiana; Unger, Jennifer B; Soto, Daniel; Crano, William; Baezconde-Garbanati, Lourdes

2013-01-01

Discrimination has been associated with adverse psychological and physical health outcomes, but few studies have examined the effects of discrimination on Hispanic adolescents. This study assessed the relation of perceived discrimination with depressive symptoms and drug use. Covariates included immigrant generation status (GS). A second objective was to examine the potentially moderating effect of neighborhoods' ethnic composition as suggested by Mair et al. Secondary data analyses of a longitudinal survey examined self-reports of Hispanic adolescents in 9th grade (the first year of high school) and 11th grade at seven high schools in Los Angeles. (1) Perceiving discrimination in 9th grade significantly predicted depressive symptoms (β=0.23, p<0.01) and drug use (β=0.12, p<0.01) in 11th grade, even after controlling for socioeconomic status, gender, acculturation, and GS in the USA. The third GS group reported significantly higher perceptions of discrimination compared to newer immigrants. (2) Neighborhoods' ethnic composition was included as a moderator of the association between perceived discrimination and the outcomes, but did not moderate the relation. Teaching Hispanic adolescents effective strategies for coping with discrimination, such as increasing their sense of belongingness in the American mainstream, may prove useful in preventing drug use and depressive symptoms.

Participation in sports, body composition, and fitness characteristics in children according to ethnic background.

PubMed

Toselli, S; Belcastro, M G

2017-12-01

Participation in sports has important implications, being associated with health and social features. The objectives of this study were to verify whether there were any differences in sport participation between immigrant and Italian children and whether there was any relation with their body composition and fitness characteristics. A survey was conducted on 1432 children attending primary school in the Emilia-Romagna (northern Italy). Anthropometric measurements, fitness characteristics, and data about participation in sports were considered. Italian children were more likely to participate in sports than immigrants and boys than girls. Among immigrants, the lowest values were observed in Asians. Eastern European males and Latin American females displayed the widest dimensions. Eastern Europeans generally showed the highest values of strength, while Latin Americans had the highest values of flexibility. Asian children showed the highest values of centripetal fat, and a high percentage of them exceeded the %F reference. These aspects, together with the low frequency of practicing sports, place Asians at greater risks for health. Sex and ethnic group are the most informative variables associated with participation in sports by children. Interventions including health education lessons and promoting the participation in sports for immigrant children attending schools need to be encouraged. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Bridging the Ethnic Divide: Student and School Characteristics in African American, Asian-Descent, Latino, and White Adolescents' Cross-Ethnic Friend Nominations

ERIC Educational Resources Information Center

Hamm, Jill V.; Bradford Brown, B.; Heck, Daniel J.

2005-01-01

Based on the revised social contact theory, correlates of cross-ethnic friend nomination among 580 African American, 948 Asian-descent, 860 Latino, and 3986 White adolescents were examined. Socioeconomic and academic disparities between ethnic groups differentiated cross-ethnic friend nomination between schools for all groups but African…

Ethnic Identification and School Language of Russian-Speaking Students in Estonia

ERIC Educational Resources Information Center

Kemppainen, Raija P.; Hilton, Sterling C.; Rannut, Ülle

2015-01-01

Ethnic identification is closely tied to language. Society's appreciation of one's first language and the opportunity to use it may help strengthen ethnic identification. This research examined the relationship between ethnic identifications and school language and investigated other factors that potentially impact language-minority students'…

Associations of neighborhood concentrated poverty, neighborhood racial/ethnic composition, and indoor allergen exposures: a cross-sectional analysis of los angeles households, 2006-2008.

PubMed

Camacho-Rivera, Marlene; Kawachi, Ichiro; Bennett, Gary G; Subramanian, S V

2014-08-01

Although racial/ethnic, socioeconomic, and neighborhood factors have been linked to asthma, and the association between indoor allergens and asthma is well documented, few studies have examined the relationship between these factors and indoor allergens. We examined the frequency of reported indoor allergens and differences by racial/ethnic, socioeconomic, and neighborhood characteristics among a diverse sample of Los Angeles households. Multilevel logistic regression models were used to analyze the data from 723 households from wave 2 of the Los Angeles Family and Neighborhood Survey. The reported presence of rats, mice, cockroaches, mold, pets, and tobacco smoke were the primary outcomes of interest. Hispanic and Asian households had a nearly threefold increase in the odds of reporting cockroaches compared to non-Hispanic Whites (OR, 2.85; 95 % CI 1.38-5.88 and OR, 2.62; 95 % CI 1.02-6.73, respectively) even after adjusting for socioeconomic factors. Primary caregivers who had obtained a high school degree were significantly less likely to report the presence of mice and cockroaches compared to primary caregivers with less than a high school degree (OR, 0.19; 95 % CI 0.08-0.46 and OR, 0.39; 95 % CI 0.23-0.68, respectively). Primary caregivers with more than a high school degree were also less likely to report the presence of rats, mice, and cockroaches within their households, compared to those with less than a high school degree. Compared to renters, home owners were less likely to report the presence of mice, cockroaches, and mold within their households. At the neighborhood level, households located within neighborhoods of high concentrated poverty (where the average poverty rate is at least 50 %) were more likely to report the presence of mice and cockroaches compared to households in low concentrated poverty neighborhoods (average poverty rate is 10 % or less), after adjusting for individual race/ethnicity and socioeconomic characteristics. Our study found evidence in support of neighborhood-level racial/ethnic and socioeconomic influences on indoor allergen exposure, above and beyond individual factors. Future studies should continue to explore individual and neighborhood-level racial/ethnic and socioeconomic differences in household allergen exposures across diverse contexts.

Static anthropometric dimensions in a population of Iranian high school students: considering ethnic differences.

PubMed

Mehrparvar, Amir Houshang; Mirmohammadi, Seyyed Jalil; Hafezi, Rahmatollah; Mostaghaci, Mehrdad; Davari, Mohammad Hossein

2015-05-01

Anthropometric dimensions of the end users should be measured in order to create a basis for manufacturing of different products. This study was designed to measure some static anthropometric dimensions in Iranian high school students, considering ethnic differences. Nineteen static anthropometric dimensions of high school students were measured and compared among different Iranian ethnicities (Fars, Turk, Kurd, Lor, Baluch, and Arab) and different genders. In this study, 9,476 subjects (4,703 boys and 4,773 girls) ages 15 to 18 years in six ethnicities were assessed. The difference among ethnicities was statistically significant for all dimensions (p values < .001 for each dimension). This study showed statistically significant differences in 19 static anthropometric dimensions among high school students regarding gender, age, and ethnicity. © 2014, Human Factors and Ergonomics Society.

Global Education at Home: Ethnic Schools as Sources and Resources.

ERIC Educational Resources Information Center

Nollendorfs, Valters

The thousands of ethnic mother-tongue schools in the United States represent an untapped resource for increasing multicultural awareness and interest in second language learning among American students. The ethnic schools are mentioned in the report of the President's Commission on Foreign Language and International Studies and in its background…

State Schooling and Ethnicity in China: The Rise or Demise of Multiculturalism?

ERIC Educational Resources Information Center

Postiglione, Gerard A.

The education of ethnic minorities in China is explored, addressing issues that relate to state schooling, ethnicity, and development. Minority religions, which traditionally provided much of the education outside of the family, are tolerated increasingly officially, but not really recognized in state schooling. Language is another major challenge…

Symbolic Boundaries and School Structure in New York and London Schools

ERIC Educational Resources Information Center

Warikoo, Natasha Kumar

2010-01-01

This article shows that an ethnically diverse student population leads to blurred ethnic and racial boundaries in high schools. Still, students in New York distinguish themselves much more along ethnic and racial lines than do London students. The evidence presented suggests that, in addition to national-level differences, traditional British…

Symbolic Boundary Work in Schools: Demarcating and Denying Ethnic Boundaries

ERIC Educational Resources Information Center

Tabib-Calif, Yosepha; Lomsky-Feder, Edna

2014-01-01

This article examines the symbolic boundary work that is carried out at a school whose student population is heterogeneous in terms of ethnicity and class. Based on ethnography, the article demonstrates how the school's staff seeks to neutralize ethnic boundaries and their accompanying discourse, while the pupils try to bring ethnic…

Ethnic Identity, Gender, and Adolescent Attitude toward School: Adaptive Perspectives in Diverse Settings

ERIC Educational Resources Information Center

Booth, Margaret Zoller; Curran, Erin M.; Frey, Christopher J.; Gerard, Jean M.; Collet, Bruce; Bartimole, Jennifer

2014-01-01

The relationships between adolescent ethnic identity and attitudes toward school and school climate are investigated in a small, multiracial/multiethnic city in the Great Lakes region with ethnically diverse adolescents taught by primarily White teachers. The mixed methods investigation of 986 eighth through eleventh grade students during the…

Ethnicity and British Colonialism; The Rationale for Racially-Based Schools

ERIC Educational Resources Information Center

Whitehead, Clive

2005-01-01

This paper examines the rationale for ethnic schooling in former British colonial territories in East Africa and Southeast Asia. Critics, especially of British rule in Malaya and Singapore, have traditionally claimed that ethnic schools were established as part of a British political strategy of "divide et impera". An examination the…

Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression.

PubMed

Konold, Timothy; Cornell, Dewey; Shukla, Kathan; Huang, Francis

2017-06-01

Research indicates that a positive school climate is associated with higher levels of student engagement and lower rates of peer aggression. However, less attention has been given to whether such findings are consistent across racial/ethnic groups. The current study examined whether Black, Hispanic, and White high school students differed in their perceptions of school climate, student engagement, and peer aggression as measured by the Authoritative School Climate survey. In addition, the study tested whether the associations between school climate and both student engagement and peer aggression varied as a function of racial/ethnic group. The sample consisted of 48,027 students in grades 9-12 (51.4 % female; 17.9 % Black, 10.5 % Hispanic, 56.7 % White, and 14.9 % other) attending 323 high schools. Regression models that contrasted racial/ethnic groups controlled for the nesting of students within schools and used student covariates of parent education, student gender, and percentage of schoolmates sharing the same race/ethnicity, as well as school covariates of school size and school percentage of students eligible for free- or reduced-price meals. Perceptions of school climate differed between Black and White groups, but not between Hispanic and White groups. However, race/ethnicity did not moderate the associations between school climate and either engagement or peer aggression. Although correlational and cross-sectional in nature, these results are consistent with the conclusion that a positive school climate holds similar benefits of promoting student engagement and reducing victimization experiences across Black, Hispanic, and White groups.

Discrimination, ethnic identity, and academic outcomes of Mexican immigrant children: the importance of school context.

PubMed

Brown, Christia Spears; Chu, Hui

2012-01-01

This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N=204, 19 schools, mean age=9years). The study also examined schools' promotion of multiculturalism and teachers' attitudes about the value of diversity in predicting immigrant youth's attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children's perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Racial/Ethnic Patterns of Kindergarten School Enrollment in the United States.

PubMed

Lawrence, Elizabeth; Mollborn, Stefanie

2017-09-01

Enrollment into unequal schools at the start of formal education is an important mechanism for the reproduction of racial/ethnic educational inequalities. We examine whether there are racial/ethnic differences in school enrollment options at kindergarten, the start of schooling. We use nationally representative data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to model whether parents seek information about their child's school before enrolling, whether parents move to a location so that a child can attend a certain school, or whether parents enroll their child in a school other than the assigned public school. Results indicate that enrollment patterns differ greatly across race/ethnicity. Whereas Black families are the most likely to seek information on a school's performance, White families are the most likely to use the elite option of choosing their residential location to access a particular school. These differences persist when controlling for socioeconomic status and sociogeographic location. Kindergarten enrollment patterns preserve the advantages of White families, perpetuating racial/ethnic disparities through multiple institutions and contributing to intergenerational processes of social stratification. Research should continue to examine specific educational consequences of housing inequities and residential segregation.

Socioeconomic status, ethnicity, culture, and immigration: examining the potential mechanisms underlying Mexican-origin adolescents' organized activity participation.

PubMed

Simpkins, Sandra D; Delgado, Melissa Y; Price, Chara D; Quach, Alex; Starbuck, Elizabeth

2013-04-01

The integrative model for child development and ecodevelopmental theory suggest that macro factors, such as socioeconomic status, ethnicity, culture, and immigration influence the settings in which adolescents engage. The goal of this investigation was to use a combination of deductive and inductive qualitative analysis to describe the mechanisms by which these macro factors might be related to Mexican-origin adolescents' participation in organized after-school activities. Qualitative data were collected through focus group interviews with 44 adolescents, 50 parents, and 18 activity leaders from 2 neighborhoods that varied in ethnic composition and average family income. Results indicated that family socioeconomic status might be related to adolescents' participation through financial resources and parents' work. Ethnicity was identified as a predictor of participation via experiences with ethnic discrimination, particularly in the neighborhood with a low percentage of Hispanic families. Cultural values and practices were related to participants' preferences for particular activities (e.g., bilingual, church-sponsored) and adolescents' participation in activities. Immigration seemed to be a factor in parents' familiarity with and beliefs about organized activities. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Intragroup Contact and Anxiety Among Ethnic Minority Adolescents: Considering Ethnic Identity and School Diversity Transitions

PubMed Central

Yip, Tiffany; Shelton, J. Nicole

2015-01-01

Everyday interactions with same-racial/ethnic others may confer positive benefits for adolescents, but the meaning of these interactions are likely influenced by individual differences and larger structural contexts. This study examined the situation-level association between contact with same-ethnic others and anxiety symptoms among a diverse sample of 306 racial/ethnic minority adolescents (Mage = 14 years; 66 % female), based on (1) individual differences in ethnic identity centrality and (2) developmental histories of transitions in diversity between elementary, middle, and high school. The results indicated that at the level of the situation, when adolescents interacted with more same-ethnic others, they reported fewer anxiety symptoms. Further, for adolescents who had experienced a transition in school diversity, the positive benefits of contact with same-ethnic others was only conferred for those who felt that their ethnicity was very important to them. The importance of examining individual differences within larger developmental histories to understand the everyday experiences of ethnic minority adolescents are discussed. PMID:24951944

The food environment and student weight status, Los Angeles County, 2008-2009.

PubMed

Langellier, Brent A

2012-01-01

One factor believed to affect overweight status is the food environment, or the distribution of outlets that serve healthful or unhealthful foods in residential areas, workplaces, and schools. Few studies have investigated the association between the food environment and the prevalence of overweight among children and adolescents. The objective of this study was to investigate the association between the distribution of corner stores and fast food restaurants around Los Angeles County public schools and the prevalence of overweight among students. Hierarchical linear models were used to assess the association between the presence of corner stores or fast food restaurants within a half-mile of Los Angeles County schools (N = 1,694) and overweight prevalence among students in grades 5, 7, and 9. The presence of corner stores and fast food restaurants varied significantly by schools' racial/ethnic composition, Title 1 eligibility, and rural/suburban vs urban location. After adjustment for other factors, overweight prevalence was 1.6 percentage points higher at majority-Latino schools that had at least 1 corner store within a half-mile than at majority-Latino schools that did not have a corner store within a half-mile. The association between corner stores and overweight prevalence varied significantly between majority-Latino schools and schools that were majority-white or that had no racial/ethnic majority. The presence of fast food restaurants within a half-mile of schools was not associated with overweight prevalence among students. This study underscores the importance of interventions that seek to improve the healthfulness of corner store inventories and of student purchases.

Racial/Ethnic Minority Undergraduate Psychology Majors' Perceptions about School Psychology: Implications for Minority Recruitment

ERIC Educational Resources Information Center

Bocanegra, Joel O.; Newell, Markeda L.; Gubi, Aaron A.

2016-01-01

Racial and ethnic minorities are underrepresented within school psychology. Increased racial/ethnic diversity within university training programs has been shown to reduce prejudices and anxiety within students while increasing empathy for other racial/ethnic groups. The reduction of prejudices and anxiety and increased empathy for racial/ethnic…

Longitudinal Consistency of Adolescent Ethnic Identification across Varying School Ethnic Contexts

ERIC Educational Resources Information Center

Nishina, Adrienne; Bellmore, Amy; Witkow, Melissa R.; Nylund-Gibson, Karen

2010-01-01

The present study examined consistency and inconsistency in adolescents' ethnic identification (i.e., self-reported ethnicity) across the 6 middle-school semesters. The sample (N = 1,589, of whom 46% were boys and 54% were girls) included African American, Asian/Pacific Islander, Caucasian/White, Latino/Latina, Mexican/Mexican American, and…

The Ebb and Flow of Ethnicity: Constructing Identity in Varied School Settings.

ERIC Educational Resources Information Center

Davidson, Ann Locke; And Others

1993-01-01

Examines the effects of ethnicity on students, discussing how the meaning and practice of ethnic identity are shaped by school experiences. The article suggests ethnicity is negotiated across time and social situations, rather than solely from group membership. Daily social interaction mediates and reshapes institutionally produced social or…

“URM Candidates Are Encouraged to Apply”: A National Study to Identify Effective Strategies to Enhance Racial and Ethnic Faculty Diversity in Academic Departments of Medicine

PubMed Central

Peek, Monica E.; Kim, Karen E.; Johnson, Julie K.; Vela, Monica B.

2016-01-01

Purpose There is little evidence regarding which factors and strategies are associated with high proportions of underrepresented minority (URM) faculty in academic medicine. The authors conducted a national study of U.S. academic medicine departments to better understand the challenges, successful strategies, and predictive factors for enhancing racial and ethnic diversity among faculty (i.e., physicians with an academic position or rank). Method This was a mixed-methods study using quantitative and qualitative methods. The authors conducted a cross-sectional study of eligible departments of medicine in 125 accredited U.S. medical schools, dichotomized into low-URM (bottom 50%) versus high-URM rank (top 50%). They used t tests and chi-squared tests to compare departments by geographic region, academic school rank, city type, and composite measures of “diversity best practices.” The authors also conducted semistructured in-depth interviews with a subsample from the highest-and lowest-quartile medical schools in terms of URM rank. Results Eighty-two medical schools responded (66%). Geographic region and academic rank were statistically associated with URM rank, but not city type or composite measures of diversity best practices. Key themes emerged from interviews regarding successful strategies for URM faculty recruitment and retention including institutional leadership, the use of human capital and social relationships and strategic deployment of institutional resources. Conclusions Departments of medicine with high proportions of URM faculty employ a number of successful strategies and programs for recruitment and retention. More research is warranted to identify new successful strategies and to determine the impact of specific strategies on establishing and maintaining workforce diversity. PMID:23348090

"URM candidates are encouraged to apply": a national study to identify effective strategies to enhance racial and ethnic faculty diversity in academic departments of medicine.

PubMed

Peek, Monica E; Kim, Karen E; Johnson, Julie K; Vela, Monica B

2013-03-01

There is little evidence regarding which factors and strategies are associated with high proportions of underrepresented minority (URM) faculty in academic medicine. The authors conducted a national study of U.S. academic medicine departments to better understand the challenges, successful strategies, and predictive factors for enhancing racial and ethnic diversity among faculty (i.e., physicians with an academic position or rank). This was a mixed-methods study using quantitative and qualitative methods. The authors conducted a cross-sectional study of eligible departments of medicine in 125 accredited U.S. medical schools, dichotomized into low-URM (bottom 50%) versus high-URM rank (top 50%). They used t tests and chi-squared tests to compare departments by geographic region, academic school rank, city type, and composite measures of "diversity best practices." The authors also conducted semistructured in-depth interviews with a subsample from the highest- and lowest-quartile medical schools in terms of URM rank. Eighty-two medical schools responded (66%). Geographic region and academic rank were statistically associated with URM rank, but not city type or composite measures of diversity best practices. Key themes emerged from interviews regarding successful strategies for URM faculty recruitment and retention, including institutional leadership, the use of human capital and social relationships, and strategic deployment of institutional resources. Departments of medicine with high proportions of URM faculty employ a number of successful strategies and programs for recruitment and retention. More research is warranted to identify new successful strategies and to determine the impact of specific strategies on establishing and maintaining workforce diversity.

The Salience of Ethnicity at a Multiethnic Urban High School from the Students' Perspective.

ERIC Educational Resources Information Center

Semons, Maryann

The articulation or suppression of ethnicity among high school students depends on the individual's estimation of the relevancy of ethnicity, an estimation linked to structural factors in society. Data for this ethnographic study were derived from extensive observations of students by a participant-observer at a multiethnic urban high school. The…

Race/Ethnicity and Social Adjustment of Adolescents: How (Not if) School Diversity Matters

ERIC Educational Resources Information Center

Graham, Sandra

2018-01-01

In this article, I describe a program of research on the psychosocial benefits of racial/ethnic diversity in urban middle schools. It is hypothesized that greater diversity can benefit students' mental health, intergroup attitudes, and school adaptation via three mediating mechanisms: (a) the formation and maintenance of cross-ethnic friendships,…

Conflicts Based on Race/Ethnicity among Latina/o Students in Schools

ERIC Educational Resources Information Center

Martinez, Michael J.

2017-01-01

Conflicts based on race/ethnicity continue to occur today in a wide range of settings. Of particular interest are racial/ethnic conflicts that occur in schools due to the impact they can have on students' emotional well-being, academic achievement and the overall and racial school climate. Evidence exists that indicates the occurrence of…

Ethnic Conflicts in Schools. Multicultural Issues.

ERIC Educational Resources Information Center

Banfield, Susan

This book for young readers explores ethnic conflict in the schools. Public schools in the United States are among some of the places where members of a country's different ethnic and racial groups are brought together and required to work together more closely. A racial group is a group of people who share certain physical traits and often share…

Ethnicity vs. National Culture in One Nationalized Educational Site: The Case of the Annual School Trip

ERIC Educational Resources Information Center

Markovich, Dalya Yafa

2016-01-01

This study examines the interface between ethnicity and nationality in a nationalized educational site--the annual school trip--that took place in a Jewish high school in Israel that serves underprivileged ethnic groups. Based on ethnographic field work, I analyze how the Ashkenazi (central-eastern European origin) hegemonic national culture that…

Lung function in children in relation to ethnicity, physique and socio-economic factors

PubMed Central

Lum, Sooky; Bountziouka, Vassiliki; Sonnappa, Samatha; Wade, Angie; Cole, Tim J; Harding, Seeromanie; Wells, Jonathan CK; Griffiths, Chris; Treleaven, Philip; Bonner, Rachel; Kirkby, Jane; Lee, Simon; Raywood, Emma; Legg, Sarah; Sears, Dave; Cottam, Philippa; Feyeraband, Colin; Stocks, Janet

2015-01-01

Question Can ethnic differences in spirometry be attributed to differences in physique and socio-economic factors? Methods Assessments were undertaken in 2171 London primary school-children on two occasions a year apart whenever possible, as part of the Size and Lung function In Children study. Measurements included spirometry, detailed anthropometry, 3-D photonic scanning for regional body shape, body composition, information on ethnic ancestry, birth and respiratory history, socio-economic circumstances and tobacco smoke exposure. Results Technically acceptable spirometry was obtained from 1901 children (mean age: 8.3yrs (range: 5.2-11.8yrs), 46% boys, 35% White; 29% Black-African origin; 24% South-Asian; 12% Other/mixed) on 2767 test occasions. After adjusting for sex, age and height, FEV1 was 1.32, 0.89 and 0.51 z-score units lower in Black, South-Asian and Other ethnicity children respectively, when compared with White children, with similar decrements for FVC (p<0.001 for all). Although further adjustment for sitting height and chest width reduced differences attributable to ethnicity by up to 16%, significant differences persisted after adjusting for all potential determinants including socio-economic circumstances. Answer Ethnic differences in spirometric lung function persist despite adjusting for a wide range of potential determinants, including body physique and socio-economic circumstances, emphasising the need to use ethnic-specific equations when interpreting results. PMID:26493801

School Ethnic-Racial Socialization: Learning about Race and Ethnicity among African American Students

ERIC Educational Resources Information Center

Aldana, Adriana; Byrd, Christy M.

2015-01-01

Research has sought to understand how parents socialize their children around race and ethnicity, but few studies have considered how contexts outside the home are also important sources of socialization. In this paper we review and integrate literature on practices in school settings that have implications for ethnic-racial socialization using a…

Differences in the Gender Gap: Comparisons across Racial/Ethnic Groups in Education and Work. Policy Information Report.

ERIC Educational Resources Information Center

Coley, Richard J.

This report considers the interaction of gender and racial/ethnic differences by addressing the issue of whether gender differences vary within racial/ethnic groups. The data encompass the education and work pipeline from elementary school, through high school, college, and graduate school, and into the workforce. Data come from a variety of…

Can Ethnic Diversity Have a Positive Effect on School Achievement?

ERIC Educational Resources Information Center

Maestri, Virginia

2017-01-01

This study investigates the impact of ethnic diversity on test scores, on top of the effect of the share of non-native pupils. We use a rich survey of Dutch primary school students and exploit variations between subsequent cohorts within the same school as our identification strategy. We find that ethnic diversity has a positive impact on the test…

Composition, concentration and deprivation: exploring their association with social cohesion among different ethnic groups in the UK.

PubMed

Bécares, Laia; Stafford, Mai; Laurence, James; Nazroo, James

2011-01-01

Although studies in the US have shown an association between the ethnic residential composition of an area and reports of decreased social cohesion among its residents, this association is not clear in the UK, and particularly for ethnic minority groups. The current study analyses a merged dataset from the 2005 and 2007 Citizenship Survey to assess the evidence for an association between social cohesion and ethnic residential concentration, composition and area deprivation across different ethnic groups in the UK. Results of the multilevel regression models show that, after adjusting for area deprivation, increased levels of social cohesion are found in areas of greater ethnic residential heterogeneity. Although different patterns emerge across ethnic groups and the measure of social cohesion used, findings consistently show that it is area deprivation, and not ethnic residential heterogeneity, which erodes social cohesion in the UK.

Association between Self-Rated Health and the Ethnic Composition of the Residential Environment of Six Ethnic Groups in Amsterdam

PubMed Central

Veldhuizen, Eleonore M.; Musterd, Sako; Dijkshoorn, Henriëtte; Kunst, Anton E.

2015-01-01

Background: Studies on the association between health and neighborhood ethnic composition yielded inconsistent results, possibly due to methodological limitations. We assessed these associations at different spatial scales and for different measures of ethnic composition. Methods: We obtained health survey data of 4673 respondents of Dutch, Surinamese, Moroccan, Turkish other non-Western and other Western origin. Neighborhood ethnic composition was measured for buffers varying from 50–1000 m. Associations with self-rated health were measured using logistic multilevel regression analysis, with control for socioeconomic position at the individual and area level. Results: Overall ethnic heterogeneity was not related to health for any ethnic group. The presence of other Surinamese was associated with poor self-rated health among Surinamese respondents. The presence of Moroccans or Turks was associated with poor health among some groups. The presence of Dutch was associated with better self-rated health among Surinamese and Turks. In most cases, these associations were stronger at lower spatial scales. We found no other associations. Conclusions: In Amsterdam, self-rated health was not associated with ethnic heterogeneity in general, but may be related to the presence of specific ethnic groups. Policies regarding social and ethnic mixing should pay special attention to the co-residence of groups with problematic interrelations. PMID:26569282

Effect of School Belonging Trajectories in Grades 6–8 on Achievement: Gender and Ethnic Differences

PubMed Central

Hughes, Jan N.; Im, Myung Hee; Allee, Paula J.

2015-01-01

This study investigated the association between trajectories of school belonging across grades 6–8 and academic achievement in grade 8 in an ethnically diverse sample of 527 academically at-risk adolescents. Students reported annually on school belonging. Reading and math achievement were assessed at grade 5 (baseline) and grade 8. Interactive effects of gender and ethnicity were found in the conditional growth models for school belonging. Girls of all ethnicities had identical growth trajectories and reported higher initial school belonging than Euro-American or Latino boys. Latino and Euro-American males had lower initial level of school belonging than African American males, and Latino males had lower growth in school belonging than Euro-American males. In structural equation modeling (SEM) analyses, initial level of school belonging predicted grade 8 reading for girls and grade 8 math for boys and girls, above prior achievement and school and child covariates, but growth in school belonging predicted grade 8 achievement only for African American students. Implications for strategies to improve school belonging among academically at-risk youth are discussed. PMID:26563601

Psychosocial Benefits of Cross-Ethnic Friendships in Urban Middle Schools

ERIC Educational Resources Information Center

Graham, Sandra; Munniksma, Anke; Juvonen, Jaana

2014-01-01

To examine the unique functions of same- and cross-ethnic friendships, Latino (n = 536) and African American (n = 396) sixth-grade students (M[subscript age] = 11.5 years) were recruited from 66 classrooms in 10 middle schools that varied in ethnic diversity. Participants reported on the number of same- and cross-ethnic friends, perceived…

Racial-Ethnic Identity and Adjustment in Canadian Indigenous Adolescents

ERIC Educational Resources Information Center

Gfellner, Barbara M.; Armstrong, Helen D.

2013-01-01

This study supported associations between three theoretically driven conceptualizations of racial and ethnic identity (REI; Multigroup Ethnic Identity Measure; Multidimensional Racial Identity Measure; Bicultural Identity Measure) and with adaptive functioning among Canadian indigenous adolescents in middle school to high school. Age differences…

Building a Connected Classroom: Teachers' Narratives about Managing the Cultural Diversity of Ethnic Minority Students in Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Hue, Ming-Tak; Kennedy, Kerry John

2013-01-01

Many Hong Kong schools are concerned about their growing numbers of ethnic minority students. When these students are enrolled in Hong Kong secondary schools, how their cultural diversity is catered for becomes critical. This article examines how teachers narrate the cultural diversity of ethnic minority students, who come from Pakistan, India,…

Breaking Barriers: A Case Study of Two High-Performing Schools

ERIC Educational Resources Information Center

ACT, Inc., 2006

2006-01-01

This study profiles two high schools with high enrollments of low-income and racial/ethnic minority students: Thornton Fractional North High School (TF North) and Dumas High School (DHS). Both schools have substantial enrollments of low-income and racial/ethnic minority students and, despite the odds, are successfully preparing students for their…

DISASTER AND YOUTH VIOLENCE: THE EXPERIENCE OF SCHOOL ATTENDING YOUTH IN NEW ORLEANS

PubMed Central

Madkour, Aubrey S.; Johnson, Carolyn C.; Clum, Gretchen A.; Brown, Lisanne

2013-01-01

Purpose Although disaster exposure is linked with increased child aggression, population-level trends are unknown. Pre- to post-Katrina changes in violence-related behaviors among New Orleans high school youth (ages 12-18) were assessed. Methods Data from the 2003 (pre-Katrina), 2005 (pre-Katrina) and 2007 (post-Katrina) New Orleans Youth Risk Behavior Survey (n=5,267) were utilized. Crude comparisons across years of population characteristics and violence behavior prevalence were made with chi-square analyses. Changes in violence-related behaviors over time were assessed with logistic regression models including indicators for survey years and controls for compositional changes. Results Age, gender and race/ethnicity of school-attending youth were stable across years. In models controlling for demographics, most behaviors were stable over time. Some changes were observed for all groups: dating violence and forced sex increased prior to the storm; weapon carrying and missing school due to feeling unsafe decreased after the storm. Among African American adolescents only, being threatened at school increased before Katrina. Conclusions Results do not support significant population-level increases in violent behavior among New Orleans school-attending youths post-Katrina. Factors that buffered New Orleans students from post-Katrina violence increases, such as population composition changes or increased supportive services, may explain these findings. PMID:21783056

Is neighborhood racial/ethnic composition associated with depressive symptoms? The multi-ethnic study of atherosclerosis

PubMed Central

Mair, Christina; Diez Roux, Ana V.; Osypuk, Theresa L.; Rapp, Stephen R.; Seeman, Teresa; Watson, Karol E.

2010-01-01

The racial/ethnic composition of a neighborhood may be related to residents’ depressive symptoms through differential levels of neighborhood social support and/or stressors. We used the Multi-Ethnic Study of Atherosclerosis to investigate cross-sectional associations of neighborhood racial/ethnic composition with the Center for Epidemiologic Studies-Depression (CES-D) scale in adults aged 45–84. The key exposure was a census-derived measure of the percentage of residents of the same racial/ethnic background in each participant’s census tract. Two-level multilevel models were used to estimate associations of neighborhood racial/ethnic composition with CES-D scores after controlling for age, income, marital status, education and nativity. We found that living in a neighborhood with a higher percentage of residents of the same race/ethnicity was associated with increased CES-D scores in African American men (p < 0.05), and decreased CES-D scores in Hispanic men and women and Chinese women, although these differences were not statistically significant. Models were further adjusted for neighborhood-level covariates (social cohesion, safety, problems, aesthetic quality and socioeconomic factors) derived from survey responses and census data. Adjusting for other neighborhood characteristics strengthened protective associations amongst Hispanics, but did not change the significant associations in African American men. These results demonstrate heterogeneity in the associations of race/ethnic composition with mental health and the need for further exploration of which aspects of neighborhood environments may contribute to these associations. PMID:20541303

Perceived discrimination as a risk factor for depressive symptoms and substance use among Hispanic adolescents in Los Angeles

PubMed Central

Basáñez, Tatiana; Unger, Jennifer B; Soto, Daniel; Crano, William; Baezconde-Garbanati, Lourdes

2015-01-01

Objectives Discrimination has been associated with adverse psychological and physical health outcomes, but few studies have examined the effects of discrimination on Hispanic adolescents. This study assessed the relation of perceived discrimination with depressive symptoms and drug use. Covariates included immigrant generation status (GS). A second objective was to examine the potentially moderating effect of neighborhoods’ ethnic composition as suggested by Mair et al. Design Secondary data analyses of a longitudinal survey examined self-reports of Hispanic adolescents in 9th grade (the first year of high school) and 11th grade at seven high schools in Los Angeles. Results (1) Perceiving discrimination in 9th grade significantly predicted depressive symptoms (β = 0.23, p<0.01) and drug use (β = 0.12, p<0.01) in 11th grade, even after controlling for socioeconomic status, gender, acculturation, and GS in the USA. The third GS group reported significantly higher perceptions of discrimination compared to newer immigrants. (2) Neighborhoods’ ethnic composition was included as a moderator of the association between perceived discrimination and the outcomes, but did not moderate the relation. Conclusion Teaching Hispanic adolescents effective strategies for coping with discrimination, such as increasing their sense of belongingness in the American mainstream, may prove useful in preventing drug use and depressive symptoms. PMID:22897755

Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society. SUNY Series, Power, Social Identity, and Education.

ERIC Educational Resources Information Center

Zou, Yali, Ed.; Trueba, Enrique T., Ed.

The essays in this collection provide insights into the dilemmas faced by immigrants and ethnic minorities and by school personnel and policy makers. The first part of the book consists of comparative studies of ethnic identity, and the second part focuses on some lessons learned from studies of ethnic identification and equity, with implications…

The English Education in Primary Schools in Minor Ethnic Areas in Western China--Taking Leshan City as an Example

ERIC Educational Resources Information Center

Bing, Wang

2016-01-01

As we all know, China is a country with many ethnic minorities mainly living in the northeastern and southwestern China. The English education in the primary schools in these areas is an important issue. The article analyzes the status quo of English education in primary schools in minor ethnic areas, taking the Leshan city, a western one as an…

The U.S. Charter School Movement and Ethnic Segregation.

ERIC Educational Resources Information Center

Cobb, Casey D.; Glass, Gene V.; Crockett, Carol

Among the major concerns surrounding school-choice programs is their potential to stratify students along the dimensions of race, ethnicity, or socioeconomic class. The latest among four U.S. Department of Education national evaluations of charter schools reports no evidence that charter schools are predominantly white or that they segregate…

Knowledge of Upper Respiratory Tract Infection In Elementary School Children.

ERIC Educational Resources Information Center

McCann-Sanford, Thurma; And Others

1982-01-01

This study assessed elementary school students' knowledge of upper respiratory tract infection and correlated it with parental socioeconomic status, ethnic background, and school absences. Schools chosen for the study represented different socioeconomic and ethnic populations. Students had a general knowledge of the etiology, symptoms, treatment,…

Relationships between School Climate and Adolescent Students' Self-Reports of Ethnic and Moral Identity

ERIC Educational Resources Information Center

Aldridge, Jill M.; Ala'i, Kate G.; Fraser, Barry J.

2016-01-01

This article reports research into associations between students' perceptions of the school climate and self-reports of ethnic and moral identity in high schools in Western Australia. An instrument was developed to assess students' perceptions of their school climate (as a means of monitoring and guiding schools as they are challenged to become…

The Relations of a School's Capacity for Institutional Diversity to Student Achievement in Socio-Economically, Ethnically, and Linguistically Diverse Schools

ERIC Educational Resources Information Center

Min, Sookweon; Goff, Peter T.

2016-01-01

This study examines how a school's capacity for institutional diversity relates to student achievement in socio-economically, ethnically, and linguistically diverse schools. It also investigates whether various student groups benefit differently from a school's level of student diversity and its institutional capacity for diversity. Using data…

Dropout Rates in Texas School Districts: Influences of School Size and Ethnic Group.

ERIC Educational Resources Information Center

Toenjes, Laurence A.

Longitudinal dropout rates (LDR's) for public school students and LDR's of pupil membership by ethnic group based on two Texas Education Agency reports are estimated. LDR's are calculated for the state, by school district size, for the 21 largest districts, and by average high school size. Findings dispel the prevalent perception of the dropout…

Physical Activity of Fifth to Sixth Graders during School Hours According to School Race/Ethnicity: Suburban Cook County, Illinois

ERIC Educational Resources Information Center

Kwon, Soyang; Mason, Maryann; Welch, Sarah

2015-01-01

Background: We compared moderate-to-vigorous intensity physical activity (MVPA) and inactivity levels among fifth and sixth graders during school hours according to school-level race/ethnicity and income attributes to inform school-based obesity interventions in Illinois Suburban Cook County (SCC). Methods: Fifth- and sixth-grade students…

School Ethnicity and Governance Influences on Work Absence of Teachers and School Administrators

ERIC Educational Resources Information Center

Rosenblatt, Zehava; Shirom, Arie

2006-01-01

Purpose: The purpose of the study was to examine the extent to which school ethnic affiliation (Jewish vs. Arab) and site-based management affected the absence of teachers and school administrators. Research Design: Background individual and organization-level data on the population of elementary and middle-school teachers (52, 056 teachers at 2,…

Adolescent substance use: The role of demographic marginalization and socioemotional distress

PubMed Central

Benner, Aprile D.; Wang, Yijie

2015-01-01

We investigated the links between race/ethnic marginalization (i.e., having few same-race/ethnic peers at school) and adolescents’ socioemotional distress and subsequent substance use (alcohol and marijuana) initiation and use. Data from 7,731 adolescents (52% females; 55% White, 21% African American, 16% Latino, 8% Asian American) were drawn from the National Longitudinal Study of Adolescent to Adult Health (Add Health). In our path analysis model, we found that adolescents who were racial/ethnically marginalized at school (i.e., who had less than 15% same-ethnic peers) reported poorer school attachment, which was linked to greater depressive symptoms. More depressive symptoms were associated with higher levels of subsequent marijuana and alcohol use. These relationships showed some variation by students’ gender, race/ethnicity, and age. Findings suggest that the influence of school demographics extends beyond the academic domain into the health and well-being of young people. PMID:26075631

Multiculturalism and subjective happiness as mediated by cultural and relational variables.

PubMed

Le, Thao N; Lai, Mary H; Wallen, Judy

2009-07-01

A diverse ethnic context and an increasing immigrant youth population will soon become the reality across the entire U.S. demographic landscape. Research has suggested that a multicultural context positively influences ethnic minority and immigrant youth by fostering ethnic identity and psychosocial development. However, it is unknown whether and how perceived multiculturalism can affect positive youth outcomes such as life satisfaction and subjective happiness. This study explored perceived school multiculturalism among 338 ethnic minority and immigrant youth, and found a positive relation between perceived school multiculturalism and subjective happiness with full mediation by ethnocultural empathy for African Americans, Asians, males, and females. Although school multiculturalism was also predictive of ethnocultural empathy for Hispanics, ethnocultural empathy in turn, was not significantly predictive of subjective happiness. Taken together, these results suggest that one way to facilitate psychological growth and flourishing among ethnic minority youth is to encourage multiculturalism in school settings.

Explaining Parents' School Involvement: The Role of Ethnicity and Gender in the Netherlands

ERIC Educational Resources Information Center

Fleischmann, Fenella; de Haas, Annabel

2016-01-01

Ethnic minority parents are often less involved with their children's schooling, and this may hamper their children's academic success, thus contributing to ethnic educational inequality. The authors aim to explain differences in parental involvement, using nationally representative survey data from the Netherlands of parents of primary…

Developmental trajectories of substance use from early to late adolescence: a comparison of rural and urban youth.

PubMed

Martino, Steven C; Ellickson, Phyllis L; McCaffrey, Daniel F

2008-05-01

This study investigated differences in the development of heavy drinking and marijuana use among students in urban and rural areas and assessed whether any such differences can be accounted for by locality differences in racial/ethnic makeup, social disorganization/low social bonding, feelings of despondency and escapism, and the availability of drugs. Drawn from 62 South Dakota middle schools involved in a drug prevention field trial, participating students were assigned to a locality category based on the location of their seventh-grade school. Schools in metropolitan areas were distinguished from schools in nonmetropolitan areas. Schools in nonmetropolitan areas were further distinguished into those in micropolitan (medium and large towns) and noncore (rural areas without towns and with small towns) areas. We used latent growth curve analysis to model the influence of locality on the development of heavy drinking and marijuana use from ages 13 to 19 and to determine whether differences in development across locality were attributable to location-based differences in race/ethnicity, social disorganization/bonding, feelings of despondency and escapism, and alcohol and marijuana availability. Heavy drinking increased at a faster rate among youth living in micropolitan areas compared with youth living in metropolitan areas. Marijuana use increased at a faster rate among youth living in metropolitan and micropolitan areas compared with youth living in noncore areas. Differences in the rate of change in heavy drinking were attributable to differences in the racial/ethnic composition of metropolitan and micropolitan areas. Differences in the rate of change in marijuana use were attributable to differences in residential instability and marijuana availability. This study underscores the diversity of drug use within rural communities, suggesting that living in a very rural area is protective against some forms of drug use but that living in a rural area that includes a medium or large town is not.

Developmental Trajectories of Substance Use From Early to Late Adolescence: A Comparison of Rural and Urban Youth*

PubMed Central

MARTINO, STEVEN C.; ELLICKSON, PHYLLIS L.; McCAFFREY, DANIEL F.

2013-01-01

Objective This study investigated differences in the development of heavy drinking and marijuana use among students in urban and rural areas and assessed whether any such differences can be accounted for by locality differences in racial/ethnic makeup, social disorganization/low social bonding, feelings of despondency and escapism, and the availability of drugs. Method Drawn from 62 South Dakota middle schools involved in a drug prevention field trial, participating students were assigned to a locality category based on the location of their seventh-grade school. Schools in metropolitan areas were distinguished from schools in nonmetropolitan areas. Schools in nonmetropolitan areas were further distinguished into those in micropolitan (medium and large towns) and noncore (rural areas without towns and with small towns) areas. We used latent growth curve analysis to model the influence of locality on the development of heavy drinking and marijuana use from ages 13 to 19 and to determine whether differences in development across locality were attributable to location-based differences in race/ethnicity, social disorganization/bonding, feelings of despondency and escapism, and alcohol and marijuana availability. Results Heavy drinking increased at a faster rate among youth living in micropolitan areas compared with youth living in metropolitan areas. Marijuana use increased at a faster rate among youth living in metropolitan and micropolitan areas compared with youth living in noncore areas. Differences in the rate of change in heavy drinking were attributable to differences in the racial/ethnic composition of metropolitan and micropolitan areas. Differences in the rate of change in marijuana use were attributable to differences in residential instability and marijuana availability. Conclusions This study underscores the diversity of drug use within rural communities, suggesting that living in a very rural area is protective against some forms of drug use but that living in a rural area that includes a medium or large town is not. PMID:18432386

Patterns of Exclusionary Discipline by School Typology, Ethnicity, and Their Interaction

ERIC Educational Resources Information Center

Noltemeyer, Amity; Mcloughlin, Caven S.

2010-01-01

Although exclusionary discipline has been linked to a variety of negative student outcomes, it continues to be utilized by schools. This study investigates two critical variables as they relate to exclusionary discipline: School typology (i.e., urban, rural, suburban) and student ethnicity. Using data from 326 Ohio school districts, a MANCOVA…

Undergraduate Psychology Students' Knowledge and Exposure to School Psychology: Suggestions for Diversifying the Field

ERIC Educational Resources Information Center

Bocanegra, Joel O.; Gubi, Aaron A.; Fan, Chung-Hau; Hansmann, Paul R.

2015-01-01

Trainers within school psychology have struggled to recruit racial/ethnic minority graduate students, with a recent demographic survey suggesting that racial/ethnic minorities comprise 9.3% of school-based practitioners (Curtis, Castillo, & Gelley, 2012). Furthermore, research has suggested that school psychology training programs have also…

School Psychology Recruitment Research Characteristics and Implications for Increasing Racial and Ethnic Diversity

ERIC Educational Resources Information Center

Proctor, Sherrie L.; Romano, Maria

2016-01-01

Shortages of school psychologists and the underrepresentation of minorities in school psychology represent longstanding concerns. Scholars recommend that one way to address both issues is to recruit individuals from racially and ethnically diverse backgrounds into school psychology. The purpose of this study was to explore the characteristics and…

Patterns of privilege: A total cohort analysis of admission and academic outcomes for Māori, Pacific and non-Māori non-Pacific health professional students.

PubMed

Wikaire, Erena; Curtis, Elana; Cormack, Donna; Jiang, Yannan; McMillan, Louise; Loto, Rob; Reid, Papaarangi

2016-10-07

Tertiary institutions are struggling to ensure equitable academic outcomes for indigenous and ethnic minority students in health professional study. This demonstrates disadvantaging of ethnic minority student groups (whereby Indigenous and ethnic minority students consistently achieve academic outcomes at a lower level when compared to non-ethnic minority students) whilst privileging non-ethnic minority students and has important implications for health workforce and health equity priorities. Understanding the reasons for academic inequities is important to improve institutional performance. This study explores factors that impact on academic success for health professional students by ethnic group. Kaupapa Māori methodology was used to analyse data for 2686 health professional students at the University of Auckland in 2002-2012. Data were summarised for admission variables: school decile, Rank Score, subject credits, Auckland school, type of admission, and bridging programme; and academic outcomes: first-year grade point average (GPA), first-year passed all courses, year 2 - 4 programme GPA, graduated, graduated in the minimum time, and composite completion for Māori, Pacific, and non-Māori non-Pacific (nMnP) students. Statistical tests were used to identify significant differences between the three ethnic groupings. Māori and Pacific students were more likely to attend low decile schools (27 % Māori, 33 % Pacific vs. 5 % nMnP, p < 0.01); complete bridging foundation programmes (43 % Māori, 50 % Pacific vs. 5 % nMnP, p < 0.01), and received lower secondary school results (Rank Score 197 Māori, 178 Pacific vs. 231 nMnP, p < 0.01) when compared with nMnP students. Patterns of privilege were seen across all academic outcomes, whereby nMnP students achieved higher first year GPA (3.6 Māori, 2.8 Pacific vs. 4.7 nMnP, p < 0.01); were more likely to pass all first year courses (61 % Māori, 41 % Pacific vs. 78 % nMnP, p < 0.01); to graduate from intended programme (66 % Māori, 69 % Pacific vs. 78 % nMnP, p < 0.01); and to achieve optimal completion (9 % Māori, 2 % Pacific vs. 20 % nMnP, p < 0.01) when compared to Māori and Pacific students. To meet health workforce and health equity goals, tertiary institution staff should understand the realities and challenges faced by Māori and Pacific students and ensure programme delivery meets the unique needs of these students. Ethnic disparities in academic outcomes show patterns of privilege and should be alarming to tertiary institutions. If institutions are serious about achieving equitable outcomes for Māori and Pacific students, major institutional changes are necessary that ensure the unique needs of Māori and Pacific students are met.

School Sport, Ethnicity and Nationality: Dimensions of Male Youth Culture in an Inner-City School.

ERIC Educational Resources Information Center

Walker, J. C.

1987-01-01

A portion of a five-year ethnographic study on the relationship between youth cultures, attitudes toward school, and the transition from school focuses on the significance of rugby football in the formation of a youth culture hierarchy among ethnic groups. School staff efforts to change the hierarchy by joining it are discussed. (MSE)

Resting metabolic rate in a sample of girls in Malaysia and England.

PubMed

Henry, C Jeya K; Webster-Gandy, Joan D; Koon, Poh B; Ismail, Mohd N

2005-01-01

This cross-sectional study of age matched (10-11 years), pre-menarcheal girls in England and Malaysia investigated the effect of ethnicity on resting metabolic rate (RMR). The children were recruited from schools in Oxford, England, and Kuala Lumpur, Malaysia, and all measurements were conducted in the schools. The Malaysian girls were shorter (143.7 +/- 6.5 cm and 140.1 +/- 5.3 cm (mean +/- SD) for the English and Malaysian girls respectively) and lighter (32.5 +/- 5.3 kg compared with 38.0 +/- 8.7 kg for the English girls) with a smaller fat mass and fat free mass (FFM) than the English girls. Energy expenditure was lower in the Malaysian girls (4555 +/- 531 kJ/day compared with 5178 +/- 688 kJ/day for the English girls). Although a difference in RMR was observed between the two groups, when corrected for body composition the difference was no longer significant. No effect of ethnicity on the relationship of FFM and RMR was shown when the data were analyzed using analysis of covariance. Copyright 2005 Wiley-Liss, Inc

Ed-Excel Assessment of Secondary School Student Culture Tabulations by School District and Race/Ethnicity: Responses from Middle School, Junior High and High School Students in Districts of the Minority Student Achievement Network (MSAN), 2000-2001.

ERIC Educational Resources Information Center

Ferguson, Ronald F.

This survey presents statistics on secondary school student culture by school district and race/ethnicity, using data from approximately forty thousand secondary school students in Minority Student Achievement Network districts. Information is presented in six areas: (1) "Family Background Resources and Living Arrangements (racial/ethnic…

Adolescent Bullying Involvement and Perceived Family, Peer and School Relations: Commonalities and Differences Across Race/Ethnicity

PubMed Central

Spriggs, Aubrey L.; Iannotti, Ronald J.; Nansel, Tonja R.; Haynie, Denise L.

2007-01-01

Purpose Although bullying is recognized as a serious problem in the U.S., little is known about racial/ethnic differences in bullying risk. This study examined associations between bullying and family, peer, and school relations for White, Black and Hispanic adolescents. Methods A nationally-representative sample (n=11,033) of adolescents in grades six to ten participated in the 2001 Health Behaviors in School-Aged Children survey, self-reporting bullying involvement and information on family, peer and school relations. Descriptive statistics and multinomial logistic regression analyses controlling for gender, age and affluence were stratified by race/ethnicity. Results Nine percent of respondents were victims of bullying, 9% were bullies, and 3% were bully-victims. Black adolescents reported a significantly lower prevalence of victimization than White and Hispanic students. Multivariate results indicated modest racial/ethnic variation in associations between bullying and family, peer and school factors. Parental communication, social isolation, and classmate relationships were similarly related to bullying across racial/ethnic groups. Living with two biological parents was protective against bullying involvement for White students only. Further, although school satisfaction and performance were negatively associated with bullying involvement for White and Hispanic students, school factors were largely unrelated to bullying among Black students. Conclusions Although school attachment and performance were inconsistently related to bullying behavior across race/ethnicity, bullying behaviors are consistently related to peer relationships across Black, White and Hispanic adolescents. Negative associations between family communication and bullying behaviors for White, Black and Hispanic adolescents suggest the importance of addressing family interactions in future bullying prevention efforts. PMID:17707299

Adolescent bullying involvement and perceived family, peer and school relations: commonalities and differences across race/ethnicity.

PubMed

Spriggs, Aubrey L; Iannotti, Ronald J; Nansel, Tonja R; Haynie, Denise L

2007-09-01

Although bullying is recognized as a serious problem in the United States, little is known about racial/ethnic differences in bullying risk. This study examined associations between bullying and family, peer, and school relations for white, black and Hispanic adolescents. A nationally representative sample (n = 11,033) of adolescents in grades six to ten participated in the 2001 Health Behaviors in School-Aged Children survey, self-reporting bullying involvement and information on family, peer and school relations. Descriptive statistics and multinomial logistic regression analyses controlling for gender, age and affluence were stratified by race/ethnicity. Nine percent of respondents were victims of bullying, 9% were bullies, and 3% were bully-victims. Black adolescents reported a significantly lower prevalence of victimization than white and Hispanic students. Multivariate results indicated modest racial/ethnic variation in associations between bullying and family, peer, and school factors. Parental communication, social isolation, and classmate relationships were similarly related to bullying across racial/ethnic groups. Living with two biological parents was protective against bullying involvement for white students only. Furthermore, although school satisfaction and performance were negatively associated with bullying involvement for white and Hispanic students, school factors were largely unrelated to bullying among black students. Although school attachment and performance were inconsistently related to bullying behavior across race/ethnicity, bullying behaviors are consistently related to peer relationships across black, white, and Hispanic adolescents. Negative associations between family communication and bullying behaviors for white, black, and Hispanic adolescents suggest the importance of addressing family interactions in future bullying prevention efforts.

Teachers' and Parental Attribution for School Performance of Ethnic Majority and Minority Children

ERIC Educational Resources Information Center

Wissink, Inge B.; de Haan, Mariette

2013-01-01

This study examines whether teachers' and parental attributions for children's school performance differ depending on the ethnic background of the child. Using both quantitative and qualitative methods, real-life attributions within 54 teacher-parent conversations (15 ethnic majority; 39 minority) were examined. The results indicated that,…

Issues in Ethnic Minority Education in the United States.

ERIC Educational Resources Information Center

Parker, Sandra M.

Perceiving ethnic minority schools merely as institutions which provide competency in the language of heritage is a limited view. History, values, and cultural traditions are also within the curricula of most ethnic schools. The subject matter often conflicts with modern American values, which stress change and mobility rather than tradition. In…

A Preliminary Discussion on Several Forms of Alternate Location Schooling in Ethnic Minority Education and the Problems Therein

ERIC Educational Resources Information Center

Ba, Zhanlong

2010-01-01

"Alternate location schooling" ("yidi banxue"), a special measure adopted in China to advance ethnic minority education and especially basic education, adheres to the principle of providing focused educational support in Tibet and Xinjiang and giving consideration to education in ethnic minority regions nationwide. Since the…

Ethnic Minority Students from South Asia in Hong Kong: Language Ideologies and Discursive Identity Construction

ERIC Educational Resources Information Center

Gu, Mingyue Michelle; Mak, Barley; Qu, Xiaoyuan

2017-01-01

This article explores how ethnic minority students in Hong Kong secondary schools discursively construct their identities in relation to culture, heritage, and social discourse. It finds that the ethnic minority students negotiate their identities within multiple positioning from parents, school, and the broader social discourse on minority…

Attitude Change in Desegregated Israeli High Schools

ERIC Educational Resources Information Center

Amir, Yehuda; And Others

1978-01-01

Ninth-grade students from Western and Middle-Eastern ethnic backgrounds responded to a multiscale attitude questionnaire at the beginning and end of their first year in desegregated Israeli high schools. Neither the extent of previous ethnic contact nor the degree of ethnic mix in the classroom was found to affect attitudinal reactions to…

Neighborhood and school ethnic structuring and cultural adaptations among Mexican-origin adolescents.

PubMed

White, Rebecca M B; Updegraff, Kimberly A; Umaña-Taylor, Adriana J; Zeiders, Katharine H; Perez-Brena, Norma; Burleson, Elizabeth

2017-03-01

The ethnic and racial structuring of U.S. neighborhoods may have important implications for developmental competencies during adolescence, including the development of heritage and mainstream cultural orientations. In particular, living in highly concentrated Latino neighborhoods during early adolescence-which channels adolescents into related school environments-may promote retention of the ethnic or heritage culture, but it also may constrain adaptation to the mainstream U.S. culture. We tested these hypotheses longitudinally in a sample of 246 Mexican origin adolescents (50.8% girls) and their parents. Data were collected 4 times over 8 years, with adolescents averaging 12.5 (SD = .58) to 19.6 (SD = .66) years of age across the period of the study. Latino ethnic concentration in early adolescents' neighborhoods promoted the retention of Mexican cultural orientations; Latino ethnic concentration in middle schools undermined the development of mainstream U.S cultural orientations. Findings are discussed in terms of integrating cultural-developmental theory with mainstream neighborhood theory to improve understandings of neighborhood and school ethnic concentration effects on adolescent development. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Neighborhood and School Ethnic Structuring and Cultural Adaptations Among Mexican-Origin Adolescents

PubMed Central

White, Rebecca M. B.; Updegraff, Kimberly A.; Umaña-Taylor, Adriana J.; Zeiders, Katharine H.; Perez-Brena, Norma; Burleson, Elizabeth

2016-01-01

The ethnic and racial structuring of U.S. neighborhoods may have important implications for developmental competencies during adolescence, including the development of heritage and mainstream cultural orientations. In particular, living in highly concentrated Latino neighborhoods during early adolescence – which channels adolescents into related school environments – may promote retention of the ethnic or heritage culture, but it also may constrain adaptation to the mainstream U.S. culture. We tested these hypotheses longitudinally in a sample of 246 Mexican origin adolescents (50.8% girls) and their parents. Data were collected four times over eight years, with adolescents averaging 12.5 (SD = .58) to 19.6 (SD = .66) years of age across the period of the study. Latino ethnic concentration in early adolescents' neighborhoods promoted the retention of Mexican cultural orientations; Latino ethnic concentration in middle schools undermined the development of mainstream U.S cultural orientations. Findings are discussed in terms of integrating cultural-developmental theory with mainstream neighborhood theory to improve understandings of neighborhood and school ethnic concentration effects on adolescent development. PMID:27936822

The moderating effect of the need to belong and classroom composition on belongingness seeking of minority adolescents.

PubMed

Kuo, Fu Wen; Yang, Shu Ching

2017-12-01

This study aimed to elucidate whether the interaction of classroom composition and the need to belong influences belongingness seeking and, if so, to investigate how upward comparison mediates the effects. The analyses were conducted with a cross-sectional sample of 383 Taiwanese aboriginal adolescents (39.7% male) recruited from schools with mixed-sex/ethnicity (n = 113), single-sex (n = 122), and minority-only (n = 148) classrooms. After controlling for socioeconomic status, the moderation analyses indicated that participants with a chronic need to belong in classes with diversity (mixed sex/ethnicity) perceived higher social acceptance, while those with a chronic need to belong in homogeneous classes (single-sex and minority-only) reported greater feelings of rejection. Upward comparison for differentiation was found to influence the indirect effects of the need to belong on feelings of rejection and depression in single-sex and minority-only classes. In particular, the mediating effect of upward comparison was stronger in minority-only classes. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Multiculturalism as a dimension of school climate: the impact on the academic achievement of Asian American and Hispanic youth.

PubMed

Chang, Janet; Le, Thao N

2010-10-01

Multiculturalism constitutes an important element of school climate, but the relation between perceived multiculturalism and academic achievement has not been widely studied. This study examined the influence of students' perceptions of school support for multiculturalism on academic achievement among 280 Asian American and Hispanic youth, including ethnic identity and ethnocultural empathy as potential mediators. Results of structural equation modeling revealed that perceived multiculturalism was significantly positively related to ethnocultural empathy for Asian Americans and Hispanics, and that ethnocultural empathy, in turn, was predictive of academic achievement for Hispanics only. Results of bootstrapping to test for mediation effects revealed ethnocultural empathy to be a salient mediator for Hispanic youth. Although ethnic identity did not mediate the link between multiculturalism and academic achievement, ethnic identity was significantly predictive of achievement for Hispanics. On the whole, these findings suggest that fostering a school climate supportive of multiculturalism may improve empathy toward ethnic out-groups. Furthermore, schools that promote compassion and tolerance for diverse ethnic groups may achieve better academic outcomes among Hispanic youth. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Differential effects of school experiences on active citizenship among German and Turkish-origin students.

PubMed

Jugert, Philipp; Eckstein, Katharina; Noack, Peter

2016-12-14

While research suggests that schools can foster active citizenship among youth, studies have not tested whether ethnic minority youth may benefit differently from school experiences than ethnic majority youth. In this study of 219 students (138 German majority and 81 Turkish-origin minority; M age  = 18.26; 55% females), we examined the association between different experiences at school and 4 indicators of youth active citizenship, controlling for various socio-demographic characteristics. Although value of social studies was associated with three out of four active citizenship indicators among both ethnic groups, the effects of the other school-related variables on active citizenship were moderated by ethnicity. Specifically, indicators of classroom climate, such as open classroom climate and classroom community, were only associated with greater active citizenship among Turkish-minority youth, while participatory factors, such as engagement in school decisions, were only associated with active citizenship among native German youth. © 2016 International Union of Psychological Science.

The influence of Mayan education on middle school students in Guatemala.

PubMed

Falbo, Toni; de Baessa, Yetilú

2006-10-01

The purpose of this study was to examine the influence of Mayan education on the academic achievement of Indian and Ladino middle school students (N = 353) in Guatemala. This study also examined changes in ethnic identity achievement and the effects of changes in ethnic identity achievement on gains in self-esteem and other-group attitudes. Superior gains in academic skills for both Ladino and Indian students attending Mayan schools were found. The results also suggested that those students who increased their ethnic identity scores during their first year of middle school also increased their other-group attitudes. These results are discussed in terms of the benefits of Mayan education and ethnic identity achievement for both Indian and Ladino students. (c) 2006 APA, all rights reserved.

Diet quality is associated with measures of body fat in adolescents from Otago, New Zealand.

PubMed

Wong, Jyh Eiin; Parnell, Winsome R; Howe, Anna S; Lubransky, Alexandra C; Black, Katherine E; Skidmore, Paula M L

2015-06-01

To examine the potential associations between diet quality and multiple measures of body composition in a sample of New Zealand adolescents aged 14-18 years. Cross-sectional survey of eleven high schools in Otago, New Zealand. Each participant completed an online FFQ and a New Zealand Diet Quality Index for Adolescents (NZDQI-A) score was calculated based on variety and adequacy of intake for five major food groups. Besides height and waist circumference measurements, body composition was assessed using segmental bio-impedance analysis. Generalized estimating equations were used to examine associations between diet quality and body composition in models adjusted for sex, age, ethnicity and socio-economic status. High schools in Otago, New Zealand. High-school students (n 681, 56 % male, mean age 16·1 (sd 1·5) years) participating in the Otago School Students Lifestyle Survey Two. Higher NZDQI-A scores were significantly associated with lower body fat percentage (β=-0·19; 95 % CI -0·35, -0·04; P=0·014), fat-to-lean mass ratio (β=-0·26; 95 % CI -0·46, -0·05; P=0·016) and lower fat mass index (β=-0·23; 95 % CI -0·45, -0·004; P=0·046) after multivariate adjustment. No association was found between NZDQI-A and BMI, waist circumference or waist-to-height ratio. Diet quality, as measured by NZDQI-A, was associated only with measures of body fat, not measures of overall body size. Measures specific to body fat should be used for more accurate ascertainment of body composition in examining the diet-body composition associations in this age group.

Religious Diversity, Inter-Ethnic Relations and the Catholic School: Introducing the "Responsive" Approach to Single Faith Schooling

ERIC Educational Resources Information Center

Breen, Damian

2009-01-01

The article offers a case study of the ways in which a Catholic primary school located in the centre of a large South-Asian community in Leicester, UK, responded to the religious and ethnic diversity of its surroundings. The school, Our Saviour's, engaged in shared activities with a neighbouring school which had a majority intake of Hindu, Muslim…

School level contextual factors are associated with the weight status of adolescent males and females.

PubMed

Richmond, Tracy K; Subramanian, S V

2008-06-01

To determine whether school context influences the BMI of adolescent males and females. Our sample was 17,007 adolescents (aged 12-19) from the National Longitudinal Study of Adolescent Health (Add Health). We used gender-stratified multilevel modeling to examine the contribution of schools to the overall variance in adolescent BMIs, calculated from self-reported weight and height. We then examined the associations of individual attributes with BMI after controlling for the average BMI of the school and the association of two school-level variables with BMI. Participants attended schools that were segregated by race/ethnicity and socioeconomic status (SES). In females, when controlling only for individual-level attributes, individual household income was inversely associated (beta = -0.043, P = 0.01) while Hispanic (beta = 0.89, P < 0.001) and black (beta = 1.61, P < 0.001) race/ethnicity were positively associated with BMI. In males, Hispanic (beta = 0.67, P < 0.001) race/ethnicity was positively associated with BMI; there was no difference in the BMIs of blacks compared with whites (beta = 0.24, P = 0.085). After controlling for the school racial/ethnic makeup and the school level median household income, the relationship between individual race/ethnicity and BMI was attenuated in both male and female adolescents. Higher school level median household income was associated with lower individual BMIs in adolescent girls (gamma = -0.37, P < 0.001) and boys (gamma = -0.29, P < 0.001) suggesting a contextual effect of the school. Male and female adolescents attending schools with higher median household incomes have on average lower BMIs. Resources available to or cultural norms within schools may constitute critical mechanisms through which schools impact the BMI of their students.

Racial Microaggressions and School Psychology Students: Who Gets Targeted and How Intern Supervisors Can Facilitate Racial Justice

ERIC Educational Resources Information Center

Proctor, Sherrie L.; Kyle, Jennifer; Lau, Cindy; Fefer, Keren; Fischetti, Jessica

2016-01-01

The purpose of this study was to investigate ethnically and racially diverse school psychology students' experiences with racial microaggressions in school psychology graduate training. Through a national survey of ethnically and racially diverse school psychology students (N = 228), the study examined if level of graduate training (i.e., interns…

Chicago's Two Public School Systems: Standardized Test Results Compared by Racial/Ethnic Groups.

ERIC Educational Resources Information Center

Lewis, James H.

Throughout the Chicago Public Schools systematic differences exist between the performance of children of different racial and ethnic groups. In most schools where students of more than one group are found, Asians and Whites test at higher levels than Blacks and Hispanics. When income level and school type are controlled, small differences are…

Eighth-Grade Students' Perceptions of School Climate Based on School Diversity, Ethnicity, Educational Category, Socioeconomic Status, and Achievement

ERIC Educational Resources Information Center

Edwards, Patricia Thomas

2010-01-01

The purpose of this research study was to investigate if there were differences in students' school climate perceptions based on the independent variables, which were measured on a nominal scale and included school diversity (highly, moderately, minimally), ethnicity (Black, Hispanic, White, Other), educational category (general education, special…

Bridging Worlds: Ethnic Minority Pupils in Catholic Schools in England

ERIC Educational Resources Information Center

Morris, Andrew B.

2010-01-01

Aggregated attainment data for each of the four Key Stages of the National Curriculum during 2006-07 are used to compare the performance of schools having differing proportions of ethnic minority pupils on roll. The data are for all maintained primary and secondary schools that completed the 2007 Annual Schools' Census. There are noticeable…

Diversification of School Psychology: Developing an Evidence Base from Current Research and Practice

ERIC Educational Resources Information Center

Blake, Jamilia J.; Graves, Scott; Newell, Markeda; Jimerson, Shane R.

2016-01-01

Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of…

The Influence of Ethnic Match on Latino School-Based Family Engagement

ERIC Educational Resources Information Center

Mundt, Kevin; Gregory, Anne; Melzi, Gigliana; McWayne, Christine M.

2015-01-01

Research has shown that the school-based engagement of Latino families is lower compared with other racial and ethnic groups. One possible barrier to school-based engagement of this heterogeneous group of families might be the lack of cultural match between families and schools. Addressing this under-researched area, the current study examined…

Considering Friends Within the Context of Peers in School for the Development of Ethnic/Racial Identity.

PubMed

Douglass, Sara; Mirpuri, Sheena; Yip, Tiffany

2017-02-01

The importance of ethnicity/race for adolescents' identity (i.e., centrality), and how that importance changes over time, may in part be a function of the social contexts that they inhabit. Although centrality has shown to be an adaptive component of ethnic/racial identity, little is known about how centrality changes during adolescence in relation to these social contexts. The current study examined the role of same-ethnic/racial peers and friends in the longitudinal development of ethnic/racial identity centrality. Drawing on four waves of data over 2 years collected with a diverse sample of 350 adolescents (M age at W1  = 15.2; 69 % female), the findings indicated that when adolescents had a greater proportion of same-ethnic/racial friends, they reported feeling that their ethnic/racial identity was more central to their sense of self six months later. However, this effect was strongest among adolescents with a low proportion of same-ethnic/racial peers in school, and weakest among adolescents with a high proportion of same-ethnic/racial peers in school. The implications of these findings for our understanding of the joint effects of peer and friend diversity in relation to ethnic/racial identity are discussed.

Race/ethnicity and racial group composition moderate the effectiveness of mindfulness-based relapse prevention for substance use disorder.

PubMed

Greenfield, Brenna L; Roos, Corey; Hagler, Kylee J; Stein, Elena; Bowen, Sarah; Witkiewitz, Katie A

2018-06-01

Mindfulness-based relapse prevention has shown promise as a treatment for substance use disorder but its efficacy according to racial/ethnic minority status and group composition is unknown. This is a secondary analysis of existing data (Bowen et al., 2014) testing individual race/ethnicity and racial/ethnic group composition as moderators of mindfulness-based relapse prevention (MBRP). Participants (N = 191; 29% female; 47% racial/ethnic minority; mean age = 39) with substance use disorder were randomized to MBRP or relapse prevention (RP). Outcomes were heavy drinking days (HDD) and drug use days (DUD) 12 months after treatment completion. Negative binominal regression models were conducted. Analyses accounted for drug of choice. Individual race/ethnicity was a significant moderator of substance use outcomes. White participants had lower HDD in MBRP than RP (IRR = 0, 95% CI: 0,0), whereas for minority participants, there was no treatment difference in HDD. Conversely, minorities had lower DUD in MBRP than RP (IRR = 0.03, 95% CI: 0.01, 0.10), whereas for whites there was no treatment difference in DUD. Group racial/ethnic composition was a significant moderator. Participants in groups with more than half whites had lower HDD in MBRP than RP (IRR = 0.01, 95% CI: 0, 0.09), whereas for participants in groups with more than half minorities there was no treatment difference in HDD. Exploratory analyses suggested MBRP resulted in better outcomes than RP when individual race/ethnic status was reflected in the group race/ethnicity (i.e., whites in groups with more than half whites or minorities in groups with more than half minorities). Among whites, MBRP appears to be more effective than RP in preventing heavy drinking relapse. However, among racial/ethnic minorities, MBRP appears to more effective than RP in preventing drug use relapse. This suggests that the interaction between individual race/ethnicity and group composition may influence primary outcomes. Copyright © 2018 Elsevier Ltd. All rights reserved.

Ethnic Composition and Heterogeneity in the Classroom: Their Measurement and Relationship with Student Outcomes

ERIC Educational Resources Information Center

Rjosk, Camilla; Richter, Dirk; Lüdtke, Oliver; Eccles, Jacquelynne Sue

2017-01-01

This study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one's peers over and above commonly investigated composition characteristics. Multilevel analyses were…

Do Returns to Schooling Differ by Race and Ethnicity? WP 2005-02

ERIC Educational Resources Information Center

Barrow, Lisa; Rouse, Cecilia Elena

2005-01-01

Using data from the U.S. Decennial Census and the National Longitudinal Surveys, we find little evidence of differences in the return to schooling across racial and ethnic groups, even with attempts to control for ability and measurement error biases. While our point estimates are relatively similar across racial and ethnic groups, our conclusion…

Ethnic Discrimination against Mapuche Students in Urban High Schools in the Araucanía Region, Chile

ERIC Educational Resources Information Center

Becerra, Sandra; Merino, María Eugenia; Mellor, David

2015-01-01

Ethnic or racial discrimination towards children and adolescents at schools is of concern in many contexts around the world because it is associated with diverse psychosocial, behavioural, emotional, and identity problems. The purpose of this study was to identify the types of ethnic discrimination experienced by indigenous Mapuche adolescents in…

Mapping the Life Satisfaction of Adolescents in Hong Kong Secondary Schools with High Ethnic Concentration

ERIC Educational Resources Information Center

Yuen, Yuet Mui Celeste; Lee, Moosung

2016-01-01

The present study aims to map the life satisfaction of adolescents from ethnic minority/immigrant backgrounds in schools with high concentrations of co-ethnic peers by comparing them with their mainstream counterparts in Hong Kong. The life satisfaction of 1,522 students was measured by the validated Multidimensional Students' Life Satisfaction…

Family, school, and community factors and relationships to racial-ethnic attitudes and academic achievement.

PubMed

Smith, Emilie Phillips; Atkins, Jacqueline; Connell, Christian M

2003-09-01

This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial-ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial-ethnic attitudes and achievement. Parental education and level of racial-ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial-ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial-ethnic attitudes. For children, higher racial-ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial-ethnic attitudes and also to their academic achievement.

Racism, ethnic density and psychological well-being through adolescence: evidence from the Determinants of Adolescent Social Well-Being and Health longitudinal study.

PubMed

Astell-Burt, Thomas; Maynard, Maria J; Lenguerrand, Erik; Harding, Seeromanie

2012-01-01

To investigate the effect of racism, own-group ethnic density, diversity and deprivation on adolescent trajectories in psychological well-being. Multilevel models were used in longitudinal analysis of psychological well-being (total difficulties score (TDS) from Goodman's Strengths and Difficulties Questionnaire, higher scores correspond to greater difficulties) for 4782 adolescents aged 11-16 years in 51 London (U.K.) schools. Individual level variables included ethnicity, racism, gender, age, migrant generation, socio-economic circumstances, family type and indicators of family interactions (shared activities, perceived parenting). Contextual variables were per cent eligible for free school-meals, neighbourhood deprivation, per cent own-group ethnic density, and ethnic diversity. Ethnic minorities were more likely to report racism than whites. Ethnic minority boys (except Indian boys) and Indian girls reported better psychological well-being throughout adolescence compared to their white peers. Notably, lowest mean TDS scores were observed for Nigerian/Ghanaian boys, among whom the reporting of racism increased with age. Adjusted for individual characteristics, psychological well-being improved with age across all ethnic groups. Racism was associated with poorer psychological well-being trajectories for all ethnic groups (p<0.001), reducing with age. For example, mean difference in TDS (95% confidence interval) between boys who experienced racism and those who did not at age 12 years=1.88 (+1.75 to +2.01); at 16 years = +1.19 (+1.07 to +1.31). Less racism was generally reported in schools and neighbourhoods with high than low own-group density. Own ethnic density and diversity were not consistently associated with TDS for any ethnic group. Living in more deprived neighbourhoods was associated with poorer psychological well-being for whites and black Caribbeans (p<0.05). Racism, but not ethnic density and deprivation in schools or neighbourhoods, was an important influence on psychological well-being. However, exposure to racism did not explain the advantage in psychological well-being of ethnic minority groups over whites.

Disaster and youth violence: the experience of school-attending youth in New Orleans.

PubMed

Madkour, Aubrey S; Johnson, Carolyn C; Clum, Gretchen A; Brown, Lisanne

2011-08-01

Although disaster exposure has been linked with increased child aggression by previous reports, population-level trends are unknown. Pre- to post-Katrina changes in violence-related behaviors among New Orleans high school youth (ages: 12-18 years) were assessed. Data from the 2003 (pre-Katrina), 2005 (pre-Katrina), and 2007 (post-Katrina) New Orleans Youth Risk Behavior Survey (n = 5,267) were used. Crude comparisons across years of population characteristics and violence behavior prevalence were made with χ(2) analyses. Changes in violence-related behaviors over time were assessed with logistic regression models including indicators for survey years and controls for compositional changes. Age, gender, and race/ethnicity of school-attending youth were stable across years. In models controlling for demographics, most behaviors were stable over time. Some changes were observed for all groups; dating violence and forced sex increased before the storm, whereas weapon-carrying and missing school as a result of feeling unsafe decreased after the storm. Among African American adolescents only, being threatened at school increased before Katrina. Results do not support significant population-level increases in violent behavior post-Katrina among school-attending youth in New Orleans. Factors that buffered New Orleans students from post-Katrina violence increases, such as population composition changes or increased supportive services, may explain these findings. Copyright © 2011 Society for Adolescent Health and Medicine. All rights reserved.

Impact of ethnicity, geography, and disease on the microbiota in health and inflammatory bowel disease.

PubMed

Prideaux, Lani; Kang, Seungha; Wagner, Josef; Buckley, Michael; Mahar, Jackie E; De Cruz, Peter; Wen, Zhonghui; Chen, Liping; Xia, Bing; van Langenberg, Daniel R; Lockett, Trevor; Ng, Siew C; Sung, Joseph J Y; Desmond, Paul; McSweeney, Chris; Morrison, Mark; Kirkwood, Carl D; Kamm, Michael A

2013-12-01

The gut microbiota is central to health and disorders such as inflammatory bowel disease. Differences in microbiota related to geography and ethnicity may hold the key to recent changes in the incidence of microbiota-related disorders. Gut mucosal microbiota was analyzed in 190 samples from 87 Caucasian and Chinese subjects, from Australia and Hong Kong, comprising 22 patients with Crohn's disease, 30 patients with ulcerative colitis, 29 healthy controls, and 6 healthy relatives of patients with Crohn's disease. Bacterial 16S rRNA microarray and 454 pyrosequencing were performed. The microbiota was diverse in health, regardless of ethnicity or geography (operational taxonomic unit number and Shannon diversity index). Ethnicity and geography, however, did affect microbial composition. Crohn's disease resulted in reduced bacterial diversity, regardless of ethnicity or geography, and was the strongest determinant of composition. In ulcerative colitis, diversity was reduced in Chinese subjects only, suggesting that ethnicity is a determinant of bacterial diversity, whereas composition was determined by disease and ethnicity. Specific phylotypes were different between health and disease. Chinese patients with inflammatory bowel disease more often than healthy Chinese tended to have had a Western diet in childhood, in the East and West. The healthy microbiota is diverse but compositionally affected by geographical and ethnic factors. The microbiota is substantially altered in inflammatory bowel disease, but ethnicity may also play an important role. This may be key to the changing epidemiology in developing countries, and emigrants to the West.

Exploring Urban Students' Constructions about School, Work, Race, and Ethnicity

ERIC Educational Resources Information Center

Blustein, David L.; Murphy, Kerri A.; Kenny, Maureen E.; Jernigan, Maryam; Perez-Gualdron, Leyla; Castaneda, Tani; Koepke, Margaret; Land, Marie; Urbano, Alessandra; Davis, Ophera

2010-01-01

This qualitative study is an exploration of 32 urban high school students' narratives about the connection between school, work, and societal expectations of their future success related to their racial and ethnic background. The sample varied along 2 contextual dimensions: participation in a psychoeducational intervention (Tools for Tomorrow) and…

Preferential Policies and Secondary School Attainment in Peninsular Malaysia.

ERIC Educational Resources Information Center

Pong, Suet-ling

1993-01-01

Examines the effects of Malaysia's preferential educational policies regarding secondary school attainment for the nation's three ethnic groups. Investigates trends in gender and socioeconomic differences within each ethnic group. Finds that, over time, Malays were increasingly more likely to attain secondary school than were non-Malays. (CFR)

Multicultural Counseling in Schools: A Synergetic Approach.

ERIC Educational Resources Information Center

Herring, Roger D.

As the percentage of ethnic minority students in schools continues to increase, school counselors and counselors-in-training must broaden their cultural knowledge base and develop new strategies that are responsive to the complex challenges these students face. This text provides direction for working within the ethnic minority student's worldview…

Reliability generalization of the Multigroup Ethnic Identity Measure-Revised (MEIM-R).

PubMed

Herrington, Hayley M; Smith, Timothy B; Feinauer, Erika; Griner, Derek

2016-10-01

[Correction Notice: An Erratum for this article was reported in Vol 63(5) of Journal of Counseling Psychology (see record 2016-33161-001). The name of author Erika Feinauer was misspelled as Erika Feinhauer. All versions of this article have been corrected.] Individuals' strength of ethnic identity has been linked with multiple positive indicators, including academic achievement and overall psychological well-being. The measure researchers use most often to assess ethnic identity, the Multigroup Ethnic Identity Measure (MEIM), underwent substantial revision in 2007. To inform scholars investigating ethnic identity, we performed a reliability generalization analysis on data from the revised version (MEIM-R) and compared it with data from the original MEIM. Random-effects weighted models evaluated internal consistency coefficients (Cronbach's alpha). Reliability coefficients for the MEIM-R averaged α = .88 across 37 samples, a statistically significant increase over the average of α = .84 for the MEIM across 75 studies. Reliability coefficients for the MEIM-R did not differ across study and participant characteristics such as sample gender and ethnic composition. However, consistently lower reliability coefficients averaging α = .81 were found among participants with low levels of education, suggesting that greater attention to data reliability is warranted when evaluating the ethnic identity of individuals such as middle-school students. Future research will be needed to ascertain whether data with other measures of aspects of personal identity (e.g., racial identity, gender identity) also differ as a function of participant level of education and associated cognitive or maturation processes. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Integrated schools, segregated curriculum: effects of within-school segregation on adolescent health behaviors and educational aspirations.

PubMed

Walsemann, Katrina M; Bell, Bethany A

2010-09-01

We examined the extent to which within-school segregation, as measured by unevenness in the distribution of Black and White adolescents across levels of the English curriculum (advanced placement-international baccalaureate-honors, general, remedial, or no English), was associated with smoking, drinking, and educational aspirations, which previous studies found are related to school racial/ethnic composition. We analyzed data from wave 1 of the National Longitudinal Study of Adolescent Health, restricting our sample to non-Hispanic Blacks (n=2731) and Whites (n=4158) who from 1994 to 1995 attended high schools that enrolled Black and White students. White female students had higher predicted probabilities of smoking or drinking than did Black female students; the largest differences were in schools with high levels of within-school segregation. Black male students had higher predicted probabilities of high educational aspirations than did White male students in schools with low levels of within-school segregation; this association was attenuated for Black males attending schools with moderate or high levels of within-school segregation. Our results provide evidence that within-school segregation may influence both students' aspirations and their behaviors.

Parental Choice of Schooling, Learning Processes and Inter-Ethnic Friendship Patterns: The Case of Malay Students in Chinese Primary Schools in Malaysia

ERIC Educational Resources Information Center

Sua, Tan Yao; Ngah, Kamarudin; Darit, Sezali Md.

2013-01-01

This study surveys 200 Malay students enrolled in three Chinese primary schools in relation to three issues, i.e., parental choice of schooling, learning processes and inter-ethnic friendship patterns. The three issues are explored through a combination of quantitative and qualitative research methodologies. Parental expectations for their…

The Role of Ethnicity in School-Based Obesity Intervention for School-Aged Children: A Pilot Evaluation

ERIC Educational Resources Information Center

Karczewski, Sabrina A.; Carter, Jocelyn S.; DeCator, Draycen D.

2016-01-01

Background: Rates of obesity have risen disproportionately for ethnic minority youth in the United States. School-based programs may be the most comprehensive and cost-effective way to implement primary prevention in children. In this study we evaluated the effect of a school-based obesity prevention on the outcome of body mass index percentile…

Creating Culturally Responsive Environments: Ethnic Minority Teachers' Constructs of Cultural Diversity in Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Hue, Ming-tak; Kennedy, Kerry John

2014-01-01

One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public…

Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany: Conditions in School, Family, and Ethnic Group

ERIC Educational Resources Information Center

Schachner, Maja K.; Van de Vijver, Fons J. R.; Noack, Peter

2018-01-01

Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from…

An Investigation of Ethnic Differences in the Motivation and Strategies for Learning of Students in Desegregated South African Schools.

ERIC Educational Resources Information Center

Watkins, David; McInerney, Dennis; Akande, Adebowale; Lee, Clement

2003-01-01

Compared school motivation and use of deep processing (an indicator of learning quality) among black and white South African students from two recently integrated secondary schools. Student surveys found no significant ethnic group differences. Both groups considered working hard and having interest in school tasks to be more important than…

"Reliability generalization of the Multigroup Ethnic Identity Measure-Revised (MEIM-R)": Correction to Herrington et al. (2016).

PubMed

2016-10-01

Reports an error in "Reliability Generalization of the Multigroup Ethnic Identity Measure-Revised (MEIM-R)" by Hayley M. Herrington, Timothy B. Smith, Erika Feinauer and Derek Griner ( Journal of Counseling Psychology , Advanced Online Publication, Mar 17, 2016, np). The name of author Erika Feinauer was misspelled as Erika Feinhauer. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2016-13160-001.) Individuals' strength of ethnic identity has been linked with multiple positive indicators, including academic achievement and overall psychological well-being. The measure researchers use most often to assess ethnic identity, the Multigroup Ethnic Identity Measure (MEIM), underwent substantial revision in 2007. To inform scholars investigating ethnic identity, we performed a reliability generalization analysis on data from the revised version (MEIM-R) and compared it with data from the original MEIM. Random-effects weighted models evaluated internal consistency coefficients (Cronbach's alpha). Reliability coefficients for the MEIM-R averaged α = .88 across 37 samples, a statistically significant increase over the average of α = .84 for the MEIM across 75 studies. Reliability coefficients for the MEIM-R did not differ across study and participant characteristics such as sample gender and ethnic composition. However, consistently lower reliability coefficients averaging α = .81 were found among participants with low levels of education, suggesting that greater attention to data reliability is warranted when evaluating the ethnic identity of individuals such as middle-school students. Future research will be needed to ascertain whether data with other measures of aspects of personal identity (e.g., racial identity, gender identity) also differ as a function of participant level of education and associated cognitive or maturation processes. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

What Do They Want in Life?: The Life Goals of a Multi-Ethnic, Multi-Generational Sample of High School Seniors

ERIC Educational Resources Information Center

Chang, Esther S.; Chen, Chuansheng; Greenberger, Ellen; Dooley, David; Heckhausen, Jutta

2006-01-01

This study investigated ethnic as well as gender and generational similarities and differences in the life goals among graduating high-school seniors. Adolescents came from six ethnic groups: White, African, Mexican, Other Latino, Filipino, and East/Southeast Asian Americans. Their self-articulated medium-range life goals were grouped into 8 major…

Self-Esteem Changes in the Middle School Years: A Study of Ethnic and Gender Groups

ERIC Educational Resources Information Center

Adams, Sue K.; Kuhn, Jennifer; Rhodes, Jean

2006-01-01

The current study investigated how ethnicity and gender affect changes in the self-esteem of early adolescents during the middle school years. Self-report data were collected from more than 4,000 early adolescents from three ethnic groups: European American, African American, and Hispanic and analyzed using a consecutive three-year cross-sectional…

Racial/ethnic Differences in Clinical and Biochemical Type 2 Diabetes Mellitus Risk Factors in Children

PubMed Central

Rosenbaum, Michael; Fennoy, Ilene; Accacha, Siham; Altshuler, Lisa; Carey, Dennis E.; Holleran, Steven; Rapaport, Robert; Shelov, Steven P.; Speiser, Phyllis W.; Ten, S.; Bhangoo, Amrit; Boucher-Berry, Claudia; Espinal, Yomery; Gupta, Rishi; Hassoun, Abeer A.; Iazetti, Loretta.; Jacques, Fabien J.; Jean, Amy M.; Klein, Michelle. L.; Levine, Robert; Lowell, Barbara; Michel, Lesley; Rosenfeld, Warren

2013-01-01

Objective To examine whether peri-adolescent children demonstrate the significant racial/ethnic differences in body fatness relative to BMI and in the prevalence and relationship of body composition to risk factors for type 2 diabetes (T2DM) as in adults. Design and Methods We examined family history of obesity and T2DM, anthropometry, insulin sensitivity and secretory capacity, lipids, and cytokines (IL-6, CRP, TNF-α, and adiponectin) in a cohort of 994 middle school students (47% male, 53%, female; 12% African American, 14% East Asian, 13% South Asian, 9% Caucasian, 44% Hispanic, and 8% other). Results Fractional body fat content was significantly greater at any BMI among South Asians. There were racial/ethnic specific differences in lipid profiles, insulin secretory capacity, insulin sensitivity, and inflammatory markers corrected for body fatness that are similar to those seen in adults. Family history of T2DM was associated with lower insulin secretory capacity while family history of obesity was more associated with insulin resistance. Conclusion Children show some of the same racial/ethnic differences in risk factors for adiposity-related co-morbidities as adults. BMI and waist circumference cutoffs to identify children at-risk for adiposity-related co-morbidities should be adjusted by racial/ethnic group as well as other variables such as birthweight and family history. PMID:23596082

Sex, race/ethnicity, and context in school-associated student homicides.

PubMed

Kaufman, Joanne M; Hall, Jeffrey E; Zagura, Michelle

2012-08-01

This study assessed the importance of sex, race/ethnicity, and geographic context for incidents of school-associated student homicides between July 1, 1994 and June 30, 1999, covering 5 academic years. Using data from the Centers for Disease Control and Prevention School Associated Violent Deaths Study (n = 125 incidents), we compared percentages and medians of victim, offender, motive, and school characteristics for incidents by geographic context and race/ethnicity of the offenders. Most incidents involved urban areas (53.6%), Black and Latino offenders and victims, moderately high youth poverty, and male on male violence (77.6%) driven by disputes and gang-related motives. Suburban area incidents (31.2%) often involved offenders and victims of a different race/ethnicity (51.3%). Multiple victims and White offenders were more common in rural areas (15.2%). More than 50% of the rural incidents involved male offenders and female victims. White offender incidents more often included multiple victims and female victims while Black and Latino offenders more often included single victims of the same sex. These results emphasize the utility of an incident-based analysis of school-associated student homicides in highlighting important variations by intersections of sex, race/ethnicity, and geographic context.

Relationship of sociocultural factors and academic self-esteem to school grades and school disengagement in North African French adolescents.

PubMed

Régner, Isabelle; Loose, Florence

2006-12-01

The present study was designed to provide an integrated understanding of school grades and psychological disengagement among ethnic minority students. For that purpose, perceived parental involvement, acculturation orientations, and ethnic identity were simultaneously investigated in order to discover their respective contribution to grades among these students. Additionally, it was tested whether academic self-esteem mediated the relationship between grades and psychological disengagement. North African French junior high-school students completed a questionnaire assessing their ethnic identity, acculturation orientations, perceptions of parental involvement, academic self-esteem and trend toward the devaluing and discounting facets of psychological disengagement. Their grades in the main courses were obtained from the school records. Although perceived parental involvement displayed the strongest contribution to grades, acculturation orientations and ethnic identity still predicted grades, after controlling for parental involvement. Academic self-esteem mediated the influence of grades on both facets of disengagement, while this pattern was less clear for the devaluing process.

Immigration and Supplementary Ethnic Schooling: Ukrainian Students in Portugal

ERIC Educational Resources Information Center

Tereshchenko, Antonina; Grau Cárdenas, Valeska Valentina

2013-01-01

Immigration from Eastern European countries to Portugal is a recent phenomenon. Within the last decade, economic migrants from Ukraine, Russia, Romania and Moldova set up a number of supplementary schools across the country. No academic attention has been given to the phenomenon of supplementary ethnic schools in Portugal, whilst there is a…

Racial and Ethnic Diversity in Schools: The Case of English Canada

ERIC Educational Resources Information Center

Gerin-Lajoie, Diane

2012-01-01

In recent decades, schools located in English Canada have experienced important demographic changes in their student population. This article examines the racial, ethnic, linguistic, and cultural diversity in these schools, through the discourses of those who spend the most time with the students: teachers and principals. Here, the concept of…

Sex, Race/Ethnicity, and Context in School-Associated Student Homicides

ERIC Educational Resources Information Center

Kaufman, Joanne M.; Hall, Jeffrey E.; Zagura, Michelle

2012-01-01

This study assessed the importance of sex, race/ethnicity, and geographic context for incidents of school-associated student homicides between July 1, 1994 and June 30, 1999, covering 5 academic years. Using data from the Centers for Disease Control and Prevention School Associated Violent Deaths Study (n = 125 incidents), we compared percentages…

Racialization/Ethnicization of School Emotional Spaces: The Politics of Resentment

ERIC Educational Resources Information Center

Zembylas, Michalinos

2010-01-01

The present article explores how emotional spaces are racialized and ethnicized in a multicultural elementary school in Cyprus through the majoritized group's feelings of resentment. The data for this article are drawn from a two-month ethnographic study at this school in which the students enrolled come from the two historically conflicting…

Gender, Ethnicity, and Grade Differences in Perceptions of School Experiences among Adolescents

ERIC Educational Resources Information Center

Ding, Cody; Hall, Alice

2007-01-01

Data from the "Health Behavior in School-Aged Children Study" (Currie, Samdal, Boyce, & Smith, 2001) were used to analyze the differences in perceptions of educational experiences among over 10,000 sixth to tenth graders of different grades, genders, races and ethnicities. The relationships between students' evaluations of their school experiences…

Teacher Demographics in Florida's Public Schools, Fall 2012. Education Information & Accountability Services. Data Report. Series 2013-21D

ERIC Educational Resources Information Center

Florida Department of Education, 2013

2013-01-01

This data report shows the racial profile of Florida's public school teachers, and discusses short and long-term trends, distribution by race/ethnicity and length of service, and distribution by racial/ethnic and instructional categories. In the 2012-13 school year, Florida had 171,868 teachers. Each of Florida's six largest school districts has a…

Performance of Hispanics and Non-Hispanic Whites on the NIH Toolbox Cognition Battery: the roles of ethnicity and language backgrounds.

PubMed

Flores, Ilse; Casaletto, Kaitlin B; Marquine, Maria J; Umlauf, Anya; Moore, David J; Mungas, Dan; Gershon, Richard C; Beaumont, Jennifer L; Heaton, Robert K

2017-05-01

This study examined the influence of Hispanic ethnicity and language/cultural background on performance on the NIH Toolbox Cognition Battery (NIHTB-CB). Participants included healthy, primarily English-speaking Hispanic (n = 93; Hispanic-English), primarily Spanish-speaking Hispanic (n = 93; Hispanic-Spanish), and English speaking Non-Hispanic white (n = 93; NH white) adults matched on age, sex, and education levels. All participants were in the NIH Toolbox national norming project and completed the Fluid and Crystallized components of the NIHTB-CB. T-scores (demographically-unadjusted) were developed based on the current sample and were used in analyses. Spanish-speaking Hispanics performed worse than English-speaking Hispanics and NH whites on demographically unadjusted NIHTB-CB Fluid Composite scores (ps < .01). Results on individual measures comprising the Fluid Composite showed significant group differences on tests of executive inhibitory control (p = .001), processing speed (p = .003), and working memory (p < .001), but not on tests of cognitive flexibility or episodic memory. Test performances were associated with language/cultural backgrounds in the Hispanic-Spanish group: better vocabularies and reading were predicted by being born outside the U.S., having Spanish as a first language, attending school outside the U.S., and speaking more Spanish at home. However, many of these same background factors were associated with worse Fluid Composites within the Hispanic-Spanish group. On tests of Fluid cognition, the Hispanic-Spanish group performed the poorest of all groups. Socio-demographic and linguistic factors were associated with those differences. These findings highlight the importance of considering language/cultural backgrounds when interpreting neuropsychological test performances. Importantly, after applying previously published NIHTB-CB norms with demographic corrections, these language/ethnic group differences are eliminated.

Performance of Hispanics and Non-Hispanic Whites on the NIH Toolbox Cognition Battery: The Roles of Ethnicity and Language Backgrounds

PubMed Central

Flores, Ilse; Casaletto, Kaitlin B.; Marquine, Maria J.; Umlauf, Anya; Moore, David J.; Mungas, Dan; Gershon, Richard C.; Beaumont, Jennifer L.; Heaton, Robert K.

2017-01-01

Objective This study examined the influence of Hispanic ethnicity and language/cultural background on performance on the NIH Toolbox Cognition Battery (NIHTB-CB). Method Participants included healthy, primarily English-speaking Hispanic (n=93; Hispanic-English), primarily Spanish-speaking Hispanic (n=93; Hispanic-Spanish), and English speaking Non-Hispanic White (n=93; NH White) adults matched on age, sex, and education levels. All participants were in the NIH Toolbox national norming project and completed the Fluid and Crystallized components of the NIHTB-CB. T-scores (demographically-unadjusted) were developed based on the current sample and were used in analyses. Results Spanish-speaking Hispanics performed worse than English-speaking Hispanics and NH Whites on demographically-unadjusted NIHTB-CB Fluid Composite scores (ps<.01). Results on individual measures comprising the Fluid Composite showed significant group differences on tests of executive inhibitory control (p=.001), processing speed (p=.003), and working memory (p<.001), but not on tests of cognitive flexibility or episodic memory. Test performances were associated with language/cultural backgrounds in the Hispanic-Spanish group: better vocabularies and reading were predicted by being born outside the U.S., having Spanish as a first language, attending school outside the U.S., and speaking more Spanish at home. However, many of these same background factors were associated with worse Fluid Composites within the Hispanic-Spanish group. Conclusions On tests of Fluid cognition, the Hispanic-Spanish group performed the poorest of all groups. Socio-demographic and linguistic factors were associated with those differences. These findings highlight the importance of considering language/cultural backgrounds when interpreting neuropsychological test performances. Importantly, after applying previously published NIHTB-CB norms with demographic corrections, these language/ethnic group differences are eliminated. PMID:28080261

Mexicano Resistance to Schooling in a South Texas Colony

ERIC Educational Resources Information Center

Smith, W. Elwood; Foley, Douglas E.

1978-01-01

This study of Mexicano resistance against coercive identity formation (schooled ethnicity) in a small south Texas town focuses on a particular facet of ethnic selfhood: awareness of the self as a social power wielder. (Author)

Parental aspirations for their children's educational attainment: relations to ethnicity, parental education, children's academic performance, and parental perceptions of school climate.

PubMed

Spera, Christopher; Wentzel, Kathryn R; Matto, Holly C

2009-09-01

This study examined parental aspirations for their children's educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children's academic performance, and parental perceptions of the quality and climate of their children's school with a sample of 13,577 middle and high school parents. All parents had relatively high educational aspirations for their children, and within each ethnic subgroup, parental education and children's academic performance were significantly and positively related to parental aspirations. However, moderating effects were found such that Caucasian parents with lower levels of education had significantly lower educational aspirations for their children than did parents of other ethnicities with similar low levels of education. Although the strength of the relationship between parental perceptions of school-related factors and parental aspirations for their children's educational attainment was not strong, it was most predictive of non-Caucasian parental aspirations for their children.

Trajectories of depressive symptoms and self-esteem in Latino youths: examining the role of gender and perceived discrimination.

PubMed

Zeiders, Katharine H; Umaña-Taylor, Adriana J; Derlan, Chelsea L

2013-05-01

The current longitudinal study examined changes in Latino adolescents' (N = 323, M age = 15.31 years) self-esteem and depressive symptoms across the high school years. Differences in trajectories were examined by gender and perceived ethnic discrimination. Findings revealed that self-esteem increased across high school for both male adolescents and female adolescents. Depressive symptoms, however, showed differences by gender, with female adolescents reporting a decline in depressive symptoms across high school and male adolescents reporting no change. Perceived ethnic discrimination emerged as an important predictor of male adolescents' self-esteem in early high school and predicted changes in self-esteem growth for male adolescents and female adolescents across the high school years. Perceived ethnic discrimination also emerged as a significant predictor of adolescents' depressive symptoms in early high school but did not relate to changes in symptoms across time. Together, findings suggest that Latino adolescents experience positive changes in psychological adjustment across this developmental time. Experiences of ethnic discrimination, however, have the potential of placing adolescents at risk for maladjustment over time. These findings inform our understanding of Latino youth development and point to the importance of early high school years in youths' psychological functioning.

The Role of Ethnic Pride and Parental Disapproval of Smoking on Smoking Behaviors among Minority and White Adolescents in a Suburban High School

PubMed Central

Kong, Grace; Camenga, Deepa; Cavallo, Dana; Connell, Christian M.; Pflieger, Jacqueline C.; Krishnan-Sarin, Suchitra

2012-01-01

Background Adolescence is a critical developmental period when tobacco use is initiated and progression to regular smoking occurs. Another growing concern is the mounting evidence of ethnic/racial disparities in the smoking rates and adverse health consequences related to smoking. To reduce ethnic/racial disparities in smoking behaviors, understanding the protective influences against smoking behaviors among minority adolescents is important. Therefore, we examined the role of ethnic pride and parental disapproval of smoking on a wide range of smoking behaviors in ethnic/racial minority and White adolescents attending a suburban high school in Connecticut. Methods A total of 870 adolescents (ethnic/racial minority: n = 202) completed questions on susceptibility to smoking, ever trying a cigarette, smoking at least 1 cigarette daily in the past 30 days, as well as parental disapproval of smoking and ethnic pride in a school-wide survey. Results Logistic regression analyses indicated that perceived parental disapproval of adolescent smoking and ethnic pride were associated with susceptibility to smoking, ever trying a cigarette, and daily smoking differently for minority and White adolescents. For White youth, high parental disapproval of smoking was protective against all three smoking behaviors while ethnic pride was not. For minority youth, the combined protective effect of higher ethnic pride and higher parental disapproval of smoking was protective against all smoking behaviors. Conclusion The protective role of parental disapproval of smoking and ethnic pride on smoking behaviors may inform culturally sensitive smoking interventions aimed at diverse, multi-ethnic youth, and future studies are needed to examine this. PMID:22882393

Do Schools Reinforce or Reduce Learning Gaps between Advantaged and Disadvantaged Students? Evidence from Vietnam and Peru

PubMed Central

Glewwe, Paul; Krutikova, Sofya; Rolleston, Caine

2018-01-01

This paper examines – for two developing countries, Vietnam and Peru – whether disadvantaged children learn less than advantaged children when both types of children are enrolled in the same school. This is done by estimating education production functions that contain two school fixed effects for each school, one for advantaged children and one for disadvantaged children. The paper examines six different definitions of advantage, based on household wealth, cognitive skills at age 5, gender, ethnicity (Peru only), maternal education, and nutritional status. The results show no sign that schools are less effective for disadvantaged groups in Vietnam; indeed if anything one traditionally advantaged group, males, seems to do worse in school than the corresponding disadvantaged group, females. In contrast, in Peru ethnic minority students and students who enter primary school with low cognitive skills appear to learn less in school than ethnic majority students and students with relatively high cognitive skills, respectively, who are enrolled in the same school.

The relationship between school multiculturalism and interpersonal violence: an exploratory study.

PubMed

Le, Thao N; Johansen, Samantha

2011-11-01

Multiculturalism has been purported to be supportive of positive youth development and outcomes. This study examined the relationship between perceived school multiculturalism-whether youth felt and thought that their school and teachers supported and provided activities for diverse intergroup interactions-and serious interpersonal violence, and explored whether this relation was mediated by civic engagement, ethnic identity, ethnocultural empathy, and positive peers. An ethnically diverse sample of 324 middle-school youth (mean age: 12.5 years; range: 11-15 years; sex: 50% female) from a city in northern California participated in the study. Analyses consisted of structural equation modeling with bootstrapping. The results revealed a negative association between school multiculturalism and interpersonal violence that was fully mediated by positive peers and civic engagement. Although school multiculturalism was positively associated with ethnic identity, ethnic identity, in turn, was not significantly associated with interpersonal violence. School multiculturalism is an important protective factor against youth violence by facilitating positive peer relationships and community engagement among youth. Teachers, administrators, and health officials need to consider the ways in which they can facilitate and encourage greater understanding, openness, and respect for diversity, and promote harmonious interactions among different groups at schools. Greater institutional support for school multiculturalism through implementation of tolerance curriculum and activities, for example, could in turn facilitate favorable youth outcomes. © 2011, American School Health Association.

Ethnic Identity and Acculturation of English as Second Language Learners: Implications for School Counselors

ERIC Educational Resources Information Center

Maldonado, Jose M.; Kushner, Jason D.; Barr, Jason; Korz, Kelly

2009-01-01

Ethnic identity and acculturation are significant issues of English as Second Language students in the intermediate grades. Research has encompassed acculturation and ethnic identity as two distinct elements that differentiate particular ethnic groups. The present study investigates acculturation and ethnic identity and their correlation across…

Improving Racial and Ethnic Distribution and Intergroup Relations; An Advisory Report to the Board of Education, Vallejo Unified School District.

ERIC Educational Resources Information Center

Gunsky, Frederic R.; And Others

As the result of field observation and a review of school data, this report presents the findings of a study of minority-group education and intergroup relations in the Vallejo Unified School District in California. It analyzes the racial and ethnic distribution o f students in the school district and describes the amount of equal educational…

A Longitudinal Examination of Perceived Discrimination and Depressive Symptoms in Ethnic Minority Youth: The Roles of Attributional Style, Positive Ethnic/Racial Affect, and Emotional Reactivity

PubMed Central

Stein, Gabriela L.; Supple, Andrew J.; Huq, Nadia; Dunbar, Angel S.; Prinstein, Mitchell J.

2018-01-01

Although perceived ethnic/racial discrimination is well established as a risk factor for depressive symptoms in ethnic minority youth, few studies have examined their longitudinal relationship over time. This study examined whether a negative attributional style, positive ethnic/racial affect, and emotional reactivity moderated the longitudinal relationship of perceived peer or adult discrimination and depressive symptoms in a sample of African American and Latino high school students (n = 155). African American and Latino youth who experienced increases in perceived peer discrimination also reported greater depressive symptoms over time, but positive ethnic/racial affect buffered the longitudinal association. Emotional reactivity also served as a significant moderator but only of the baseline association between perceived peer discrimination and depressive symptoms. Thus, perceived ethnic/racial discrimination appears to play a significant role in the development of depressive symptoms for ethnic minority youth, especially those who start high school with lower levels of positive ethnic/racial affect. PMID:26569567

Ethnic/racial discrimination moderates the effect of sleep quality on school engagement across high school.

PubMed

Dunbar, Margaret; Mirpuri, Sheena; Yip, Tiffany

2017-10-01

Previous research has indicated that school engagement tends to decline across high school. At the same time, sleep problems and exposure to social stressors such as ethnic/racial discrimination increase. The current study uses a biopsychosocial perspective to examine the interactive and prospective effects of sleep and discrimination on trajectories of academic performance. Growth curve models were used to explore changes in 6 waves of academic outcomes in a sample of 310 ethnically and racially diverse adolescents (mean age = 14.47 years, SD = .78, and 64.1% female). Ethnic/racial discrimination was assessed at Time 1 in a single survey. Sleep quality and duration were also assessed at Time 1 with daily diary surveys. School engagement and grades were reported every 6 months for 3 years. Higher self-reported sleep quality in the ninth grade was associated with higher levels of academic engagement at the start of high school. Ethnic/racial discrimination moderated the relationship between sleep quality and engagement such that adolescents reporting low levels of discrimination reported a steeper increase in engagement over time, whereas their peers reporting poor sleep quality and high levels of discrimination reported the worse engagement in the ninth grade and throughout high school. The combination of poor sleep quality and high levels of discrimination in ninth grade has downstream consequences for adolescent academic outcomes. This study applies the biopsychosocial model to understand the development and daily experiences of diverse adolescents. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Disparities in the food environment surrounding US middle and high schools

PubMed Central

Sturm, Roland

2010-01-01

Summary Background Disparities in the type and density of food retail outlets have been hypothesized as a possible cause of differential obesity rates across racial/ethnic and income groups. Several local studies have documented differences in business environments by sociodemographic neighbourhood characteristics, but no data specific for youth have been published. This study analyses the food environment surrounding all public middle and high schools in the USA. Methods Buffers were calculated with a radius of 400 and 800 m from the main entrance of public secondary schools in the USA (n = 31,622), and business establishments within those buffers were identified using InfoUSA proprietary business listings. Indicators of any convenience store, limited-service restaurant, snack store or off-licences/liquor store and counts of businesses were regressed on the proportion of students eligible for free school meals, Title I eligibility of the school, racial/ethnic composition, location and student/teacher ratio. Results Hispanic youth are particularly likely to attend schools that are surrounded by convenience stores, restaurants, snack stores or off-licences. This effect is independent and in addition to poverty (i.e. students eligible for free school meals or schools that are Title I eligible) or location (urban core, suburban, town, rural). The association between other racial groups and nearby businesses is weaker, with the exception of off-licences, where a higher proportion of minority groups increases the probability of off-licences in close proximity to the school. Middle schools have fewer surrounding businesses than high schools, and larger schools have fewer surrounding businesses than smaller schools. Conclusions Easy availability of snacks, sodas and fast food in the immediate vicinity of a school could easily negate school food policies, especially among students who can leave campus. Surrounding food outlets could also lower the effectiveness of health education in the classroom by setting a highly visible example that counters educational messages. There are several clear differences across sociodemographic groups with, arguably, the most pernicious being the location of off-licences. These disparities may represent an important type of environmental injustice for minorities and lower-income youth, with potential adverse consequences for dietary behaviours. PMID:18207475

How education systems shape cross-national ethnic inequality in math competence scores: Moving beyond mean differences.

PubMed

Spörlein, Christoph; Schlueter, Elmar

2018-01-01

Here we examine a conceptualization of immigrant assimilation that is based on the more general notion that distributional differences erode across generations. We explore this idea by reinvestigating the efficiency-equality trade-off hypothesis, which posits that stratified education systems educate students more efficiently at the cost of increasing inequality in overall levels of competence. In the context of ethnic inequality in math achievement, this study explores the extent to which an education system's characteristics are associated with ethnic inequality in terms of both the group means and group variances in achievement. Based on data from the 2012 PISA and mixed-effect location scale models, our analyses revealed two effects: on average, minority students had lower math scores than majority students, and minority students' scores were more concentrated at the lower end of the distribution. However, the ethnic inequality in the distribution of scores declined across generations. We did not find compelling evidence that stratified education systems increase mean differences in competency between minority and majority students. However, our analyses revealed that in countries with early educational tracking, minority students' math scores tended to cluster at the lower end of the distribution, regardless of compositional and school differences between majority and minority students.

How education systems shape cross-national ethnic inequality in math competence scores: Moving beyond mean differences

PubMed Central

Spörlein, Christoph

2018-01-01

Here we examine a conceptualization of immigrant assimilation that is based on the more general notion that distributional differences erode across generations. We explore this idea by reinvestigating the efficiency-equality trade-off hypothesis, which posits that stratified education systems educate students more efficiently at the cost of increasing inequality in overall levels of competence. In the context of ethnic inequality in math achievement, this study explores the extent to which an education system’s characteristics are associated with ethnic inequality in terms of both the group means and group variances in achievement. Based on data from the 2012 PISA and mixed-effect location scale models, our analyses revealed two effects: on average, minority students had lower math scores than majority students, and minority students’ scores were more concentrated at the lower end of the distribution. However, the ethnic inequality in the distribution of scores declined across generations. We did not find compelling evidence that stratified education systems increase mean differences in competency between minority and majority students. However, our analyses revealed that in countries with early educational tracking, minority students’ math scores tended to cluster at the lower end of the distribution, regardless of compositional and school differences between majority and minority students. PMID:29494677

Minority Adolescents in Ethnically Diverse Schools: Perceptions of Equal Treatment Buffer Threat Effects

ERIC Educational Resources Information Center

Baysu, Gülseli; Celeste, Laura; Brown, Rupert; Verschueren, Karine; Phalet, Karen

2016-01-01

Can perceptions of equal treatment buffer the negative effects of threat on the school success of minority students? Focusing on minority adolescents from Turkish and Moroccan heritage in Belgium (M[subscript age] = 14.5; N = 735 in 47 ethnically diverse schools), multilevel mediated moderation analyses showed: (a) perceived discrimination at…

School Community Engaging with Immigrant Youth: Incorporating Personal/Social Development and Ethnic Identity Development

ERIC Educational Resources Information Center

Gonzalez, Laura M.; Eades, Mark P.; Supple, Andrew J.

2014-01-01

It has been projected that 33% of all school children will be from immigrant households by the year 2040 (Suarez-Orozco et al., 2010). For school personnel (e.g., administrators, counselors, teachers) working with immigrant youth and adolescents, understanding ethnic identity development is an essential cultural competency. In this essay, the…

Third Space Epistemologies: Ethnicity and Belonging in an "Immigrant"-Dominated Upper Secondary School in Norway

ERIC Educational Resources Information Center

Thomas, Paul; Changezi, Sofie Haug; Enstad, Martin

2016-01-01

This study explores typologies of modes of ethnic boundary-making among upper secondary school students in one school in Oslo, Norway, which has witnessed a seismic shift in its uptake of students who are mainly from non-White or "immigrant" backgrounds. Wimmer's typologies of modes of boundary-making--"contraction" and…

Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

ERIC Educational Resources Information Center

Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

2016-01-01

The authors examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical…

Promoting Equity for Our Nation's Youngest Students: School Psychologists as Agents of Social Justice in Early Childhood Settings

ERIC Educational Resources Information Center

Albritton, Kizzy; Anhalt, Karla; Terry, Nicole Patton

2016-01-01

Achievement and disciplinary inequities between students from racially and ethnically diverse backgrounds and their White peers have been documented for decades in U.S. public schools. Researchers have documented that some racially and ethnically diverse students enter school with weaker academic skills than their White counterparts. Further,…

Disclosure Experiences of Urban, Ethnically Diverse LGBT High School Students: Implications for School Personnel

ERIC Educational Resources Information Center

Varjas, Kris; Kiperman, Sarah; Meyers, Joel

2016-01-01

Disclosure of sexual orientation and/or gender identity is a milestone event for lesbian, gay, bisexual, or transgender (LGBT) youth and can have both positive and negative mental health consequences. Twenty-nine urban, ethnically diverse LGBT high school students participated in face-to-face, in-depth interviews. Qualitative results revealed two…

Is Obesity Associated with School Dropout? Key Developmental and Ethnic Differences

ERIC Educational Resources Information Center

Lanza, H. Isabella; Huang, David Y. C.

2015-01-01

Background: We aimed to expand the literature on child obesity and school outcomes by examining associations between obesity and high school dropout, including the role of obesity onset and duration as well as ethnicity. Methods: Data on 5066 children obtained between 1986 and 2010 from the child cohort of the 1979 National Longitudinal Study of…

Exploring the Educational Benefits of Attending an Ethnically Diverse Magnet High School

ERIC Educational Resources Information Center

Carey, Jill

2010-01-01

The purpose of this study was to gather teacher and student perceptions of the educational benefits that emerge from providing diverse learning environments for students attending an inter-district magnet school. Research Questions were (1) In what ways do teachers and students report that the magnet school offers an ethnically diverse learning…

School Discipline Data Indicators: A Guide for Districts and Schools. REL 2017-240

ERIC Educational Resources Information Center

Nishioka, Vicki

2017-01-01

This guide is designed to supply educators with a means to identify whether racial/ethnic disproportionality in discipline practice exists in their schools or districts. It also aims to help educators use data to reduce racial/ethnic disproportionality in suspensions and expulsions. The guide is organized into two sections. The first section…

Racial, Ethnic, and Gender Differences in School Discipline among U.S. High School Students: 1991-2005

ERIC Educational Resources Information Center

Wallace, John M., Jr.; Goodkind, Sara; Wallace, Cynthia M.; Bachman, Jerald G.

2008-01-01

Large nationally representative samples of White, Black, Hispanic, Asian American, and American Indian students were used in this study to examine current patterns and recent trends in racial, ethnic, and gender differences in school discipline from 1991 to 2005. Findings revealed that Black, Hispanic, and American Indian youth are slightly more…

Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

ERIC Educational Resources Information Center

Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

2016-01-01

We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear…

How Do Schools Affect Ethnic Saliency Levels of Students in Bosnia and Herzegovina?

ERIC Educational Resources Information Center

Becker, Matthew Thomas

2017-01-01

This article measures the role of schools in the ethnic socialization and identity formation processes of high school seniors in Bosnia and Herzegovina (BiH) via ordinary least squares regression analysis and attempts to contribute to a better understanding of educational transitions in the postsocialist space and youth identity formation in a…

Disparities in consumption of sugar-sweetened and other beverages by race/ethnicity and obesity status among United States schoolchildren.

PubMed

Dodd, Allison Hedley; Briefel, Ronette; Cabili, Charlotte; Wilson, Ander; Crepinsek, Mary Kay

2013-01-01

Identify disparities by race/ethnicity and obesity status in the consumption of sugar-sweetened beverages (SSBs) and other beverages among United States schoolchildren to help tailor interventions to reduce childhood obesity. Secondary data analysis using beverage intake data from 24-hour dietary recalls and measured height and weight from the third School Nutrition Dietary Assessment Study, a 2004-2005 nationally representative sample of school-aged children and schools. Schools participating in the National School Lunch Program (n = 287). Children in grades 1-12 with a completed 24-hour dietary recall (n = 2,314). Percentage of children consuming beverages in 8 beverage categories by school level and consumption location. Two-tailed t tests to determine significant differences (P < .05) between the proportions of children consuming beverages by race/ethnicity and weight status. Beverage consumption patterns did not substantially differ across weight status groups, but they differed by race/ethnicity in the home. Non-Hispanic black elementary schoolchildren consumed nonsoda SSBs more often and unflavored, low-fat milk less often at home than non-Hispanic white schoolchildren. Higher consumption of SSBs coupled with a lower consumption of milk is disproportionately affecting non-Hispanic black schoolchildren. Targeted interventions by racial/ethnic group are needed to promote more healthful beverage choices among schoolchildren, particularly at home. Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Racism, ethnic density and psychological well-being through adolescence: evidence from the Determinants of Adolescent Social well-being and Health longitudinal study

PubMed Central

Astell-Burt, Thomas; Maynard, Maria J.; Lenguerrand, Erik; Harding, Seeromanie

2012-01-01

Objective. To investigate the effect of racism, own-group ethnic density, diversity and deprivation on adolescent trajectories in psychological well-being. Design. Multilevel models were used in longitudinal analysis of psychological well-being (total difficulties score (TDS) from Goodman's Strengths and Difficulties Questionnaire, higher scores correspond to greater difficulties) for 4782 adolescents aged 11–16 years in 51 London (UK) schools. Individual level variables included ethnicity, racism, gender, age, migrant generation, socioeconomic circumstances, family type and indicators of family interactions (shared activities, perceived parenting). Contextual variables were per cent eligible for free school-meals, neighbourhood deprivation, per cent own-group ethnic density, and ethnic diversity. Results. Ethnic minorities were more likely to report racism than Whites. Ethnic minority boys (except Indian boys) and Indian girls reported better psychological well-being throughout adolescence compared to their White peers. Notably, lowest mean TDS scores were observed for Nigerian/Ghanaian boys, among whom the reporting of racism increased with age. Adjusted for individual characteristics, psychological well-being improved with age across all ethnic groups. Racism was associated with poorer psychological well-being trajectories for all ethnic groups (p <0.001), reducing with age. For example, mean difference in TDS (95% confidence interval) between boys who experienced racism and those who did not at age 12 years = 1.88 (+1.75 to + 2.01); at 16 years = +1.19 (+1.07 to +1.31). Less racism was generally reported in schools and neighbourhoods with high than low own-group density. Own ethnic density and diversity were not consistently associated with TDS for any ethnic group. Living in more deprived neighbourhoods was associated with poorer psychological well-being for Whites and Black Caribbeans (p <0.05). Conclusion. Racism, but not ethnic density and deprivation in schools or neighbourhoods, was an important influence on psychological well-being. However, exposure to racism did not explain the advantage in psychological well-being of ethnic minority groups over Whites. PMID:22332834

The Development of Ethnic/Racial Self-Labeling: Individual Differences in Context.

PubMed

Cheon, Yuen Mi; Bayless, Sara Douglass; Wang, Yijie; Yip, Tiffany

2018-03-15

Ethnic/racial self-labeling represents one's knowledge of and preference for ethnic/racial group membership, which is related to, but distinguishable from, ethnic/racial identity. This study examined the development of ethnic/racial self-labeling over time by including the concept of elaboration among a diverse sample of 297 adolescents (Time 1 mean age 14.75, 67% female, 37.4% Asian or Asian American, 10.4% Black, African American, or West Indian, 23.2% Hispanic or Latinx, 24.2% White, 4.4% other). Growth mixture modeling revealed two distinct patterns-low and high self-labeling elaboration from freshman to sophomore year of high school. Based on logistic regression analyses, the level of self-labeling elaboration was generally low among the adolescents who were foreign-born, reported low levels of ethnic/racial identity exploration, or attended highly diverse schools. We also found a person-by-context interaction where the impact of school diversity varied for foreign-born and native-born adolescents (b = 12.81, SE = 6.30, p < 0.05) and by the level of ethnic/racial identity commitment (b = 14.32, SE = 6.65, p < 0.05). These findings suggest varying patterns in ethnic/racial self-labeling elaboration among adolescents from diverse backgrounds and their linkage to individual and contextual factors.

Sizing the association between lifestyle behaviours and fatness in a large, heterogeneous sample of youth of multiple ethnicities from 4 countries.

PubMed

Sluyter, John D; Scragg, Robert K R; Plank, Lindsay D; Waqa, Gade D; Fotu, Kalesita F; Swinburn, Boyd A

2013-10-12

The magnitude of the relationship between lifestyle risk factors for obesity and adiposity is not clear. The aim of this study was to clarify this in order to determine the level of importance of lifestyle factors in obesity aetiology. A cross-sectional analysis was carried out on data on youth who were not trying to change weight (n = 5714), aged 12 to 22 years and from 8 ethnic groups living in New Zealand, Australia, Fiji and Tonga. Demographic and lifestyle data were measured by questionnaires. Fatness was measured by body mass index (BMI), BMI z-score and bioimpedance analysis, which was used to estimate percent body fat and total fat mass (TFM). Associations between lifestyle and body composition variables were examined using linear regression and forest plots. TV watching was positively related to fatness in a dose-dependent manner. Strong, dose-dependent associations were observed between fatness and soft drink consumption (positive relationship), breakfast consumption (inverse relationship) and after-school physical activity (inverse relationship). Breakfast consumption-fatness associations varied in size across ethnic groups. Lifestyle risk factors for obesity were associated with percentage differences in body composition variables that were greatest for TFM and smallest for BMI. Lifestyle factors were most strongly related to TFM, which suggests that studies that use BMI alone to quantify fatness underestimate the full effect of lifestyle on adiposity. This study clarifies the size of lifestyle-fatness relationships observed in previous studies.

The association between neighbourhoods and educational achievement, a systematic review and meta-analysis.

PubMed

Nieuwenhuis, Jaap; Hooimeijer, Pieter

2016-01-01

Many studies have examined the effects of neighbourhoods on educational outcomes. The results of these studies are often conflicting, even if the same independent variables (such as poverty, educational climate, social disorganisation, or ethnic composition) are used. A systematic meta-analysis may help to resolve this lack of external validity. We identified 5516 articles from which we selected 88 that met all of the inclusion criteria. Using meta-regression, we found that the relation between neighbourhoods and individual educational outcomes is a function of neighbourhood poverty, the neighbourhood's educational climate, the proportion of ethnic/migrant groups, and social disorganisation in the neighbourhood. The variance in the findings from different studies can partly be explained by the sampling design and the type of model used in each study. More important is the use of control variables (school, family SES, and parenting variables) in explaining the variation in the strength of neighbourhood effects.

Teaching about Ethnic Conflict: Global Issues. Ethnic Heritage Series, Volume 2.

ERIC Educational Resources Information Center

Lamy, Steven L.

The document presents background information and activities for use by secondary school social studies teachers as they incorporate material on ethnic conflict into the curriculum. Ethnic conflicts are interpreted as hostilities which are either solely based upon or accentuated by ethnic differences. Examples are violence in Northern Ireland,…

Enhancing Ethnic Relations through Teaching Multicultural Education in the Secondary Schools.

ERIC Educational Resources Information Center

Angry, Raymond

Enhancing ethnic relations among students of diverse ethnic backgrounds was the aim of this practicum. A specific goal was to aid students in developing positive communication skills needed to enable them to work in collaborative learning groups without feelings of ethnic inferiority or ethnic superiority. Students were taught the vocabulary…

Ethnicity and immunization coverage among schools in Israel.

PubMed

Yitshak-Sade, Maayan; Davidovitch, Nadav; Novack, Lena; Grotto, Itamar

2016-10-01

Recent years have seen a global trend of declining immunization rates of recommended vaccines that is more pronounced among school-age children. Ethnic disparities in child immunization rates have been reported in several countries. We investigated an effect of ethnicity on the vaccination rates of immunizations routinely administered within schools in Israel. Data were collected from the Ministry of Health database regarding immunization coverage for all registered Israeli schools (3736) in the years 2009-2011. Negative binomial regression was used to assess the association between school ethnicity and immunization coverage while controlling for school characteristics. The lowest immunization coverage was found in Bedouin schools (median values of 75.1%, 81.5% and 0% for the first, second and eighth grades, respectively) in 2011. During this year, vaccination coverage in the first and second grades in Jewish schools was 1.51 and 1.35 times higher, respectively, compared to Bedouin schools. In the years 2009 and 2010, no significant increase in risk for lower vaccination rate was observed in Bedouin schools, and children in Arab and Druze schools were more likely to have been vaccinated. The lower vaccination refusal rate found in Bedouin schools supports the hypothesis that difficulties related to accessibility constitute the main problem rather than noncompliance with the recommended vaccination protocol for school-age children, featuring higher socio-economic status groups. Our study emphasizes the importance of identifying, beyond the national-level data, subpopulation groups at risk for non-vaccination. This knowledge is essential to administrative-level policy-makers for the allocation of resources and the planning of intervention programs.

Violence, schools, and dropping out: racial and ethnic disparities in the educational consequence of student victimization.

PubMed

Peguero, Anthony A

2011-12-01

Without a doubt, exposure to violence and victimization can be profoundly detrimental to the overall well-being and development of all youth. Moreover, violence and victimization that occurs within a school context is particularly alarming because a successful educational process is essential toward establishing socioeconomic success later in life. The educational consequence of exposure to violence and victimization at school is uncertain for racial and ethnic minority students. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine the impact of violence and victimization at school on dropping out. The results indicate Black/African Americans and Latino American students who are victimized at school are at higher risk of dropping out. The implications of the evident racial and ethnic disparities in the relationship between victimization and dropping out within the U.S. school system are discussed.

Extracurricular Activities in Multiethnic Middle Schools: Ideal Context for Positive Intergroup Attitudes?

PubMed

Knifsend, Casey A; Juvonen, Jaana

2017-06-01

This study examined processes by which extracurricular participation is linked with positive ethnic intergroup attitudes in multiethnic middle schools in California. Specifically, the mediating roles of activity-related cross-ethnic friendships and social identities including alliances with multiple groups were examined in a sample including African American or Black, East or South-East Asian, White, and Latino youth (N = 1,446; M age  = 11.60 in sixth grade). Results of multilevel modeling suggested that in addition to activity-related cross-ethnic friendships, complex social identities mediated the association between availability of cross-ethnic peers in activities and ethnic intergroup attitudes. Results are discussed in terms of how activities can be structured to promote cross-ethnic relationships and complex social identities, as well as positive ethnic intergroup attitudes. © 2016 The Authors. Journal of Research on Adolescence © 2016 Society for Research on Adolescence.

Targeting Hispanic adolescents with outdoor food & beverage advertising around schools.

PubMed

Herrera, A L; Pasch, K E

2017-02-09

Although some research has focused on the food environment and food marketing, little has examined outdoor food and beverage (FB) advertising, particularly its relationship to the Hispanic composition in schools. Therefore, the purpose of this study was to determine if the prevalence of outdoor FB advertising was greater around middle and high schools with a majority Hispanic population as compared to schools with a lower Hispanic population. All FB advertisements located within a half-mile of 47 schools in Central Texas were documented. Advertisements were coded as free standing or on establishments. Advertisements were coded for theme including price (emphasizing price) and deals/value meals (promoting discounted price/meal deals). These two themes were combined to create an overall price promotion variable. In order to determine if the prevalence of FB advertising varied by the Hispanic composition of the students in the school, data from the Texas Education Agency was used to create a variable which dichotomized the schools into two groups: schools that reported ≥60% Hispanic students or 'Hispanic schools' (n = 21) and schools that reported <60% Hispanic students or 'non-Hispanic schools' (n = 26). Linear regression analyses were conducted to determine if the prevalence of outdoor FB advertising was greater around Hispanic schools as compared to non-Hispanic schools. Hispanic schools had more overall outdoor FB advertisements as compared to non-Hispanic schools (p = 0.02). Similarly, we found significantly more outdoor FB establishment (p = 0.02) and price promotion (p = 0.05) around Hispanic schools as compared to non-Hispanic schools. Differences in freestanding advertisements by school type approached significance (p = 0.07) with Hispanic schools having more freestanding FB advertisements on average. Further research is needed that documents the content of these advertisements and determines the extent to which these advertisements affect Hispanic and other racial/ethnic minority youth's attitudes and behaviors toward the consumption of these products.

Challenges of Discourses on "Model Minority" and "South Korean Wind" for Ethnic Koreans' Schooling in Northeast China

ERIC Educational Resources Information Center

Fang, Gao

2009-01-01

The educational success of ethnic Koreans in China has been achieved through Mandarin-Korean bilingual education, with the Korean language as the medium of instruction. Using the data collected as part of an ethnographic research on Korean elementary school students in a national Korean school in China, this article examines the relation between…

Improving Ethnic Balance and Intergroup Relations; An Advisory Report to the Board of Education, New Haven Unified School District.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Bureau of Intergroup Relations.

Using the findings of a field study and an analysis of school data, this report describes the ethnic and racial distribution of students in the New Haven (California) Unified School District and discusses the availability of educational opportunities and proper intergroup relations for minority-group students. Also, the report examines plant…

Ethnic Competition for Control of Schools in Two South Texas Towns.

ERIC Educational Resources Information Center

Post, Donald Eugene

The study examined the competition for control of schools between Anglos and Mexican Americans in 2 South Texas towns. The study's major objective was to describe the history of, and conceptually account for, the development of this new ethnic power struggle in which the control of schools played a primary role. Both towns, situated in a region…

The Impact of a School-Based Cultural Awareness Program on Students Ethnic Identity and Self-Esteem

ERIC Educational Resources Information Center

Braswell, Charley Alexandria

2011-01-01

The purpose of this quantitative study was to examine the influences of a school-based cultural awareness program on ethnic identity and self-esteem in fifth grade early adolescents. The development and implementation of a school-based cultural awareness program was intended to offer students a basic foundation for the development and/or…

Parental Aspirations for Their Children's Educational Attainment: Relations to Ethnicity, Parental Education, Children's Academic Performance, and Parental Perceptions of School Climate

ERIC Educational Resources Information Center

Spera, Christopher; Wentzel, Kathryn R.; Matto, Holly C.

2009-01-01

This study examined parental aspirations for their children's educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children's academic performance, and parental perceptions of the quality and climate of their children's school with a sample of 13,577 middle and high school parents. All…

From Resegregation to Reintegration: Trends in the Racial/Ethnic Segregation of Metropolitan Public Schools, 1993-2009

ERIC Educational Resources Information Center

Stroub, Kori J.; Richards, Meredith P.

2013-01-01

Considerable attention has been devoted to the resegregation of public schools over the 1990s. No research to date, however, has examined change in school segregation since 2000. Using the National Center for Education Statistics (NCES) Common Core of Data (CCD), we examine longitudinal trends in racial/ethnic segregation in 350 U.S. metropolitan…

Examining Social Studies Teachers' Cultural Competence in a South Carolina Suburban Public High School: Implications for Diversity Training

ERIC Educational Resources Information Center

Catoe, Stephanie Denise Lewis

2010-01-01

The purpose of the present study was to investigate the factors that contribute to the cultural competence of social studies teachers in a South Carolina suburban public high school. With increasing numbers of racially, ethnically and culturally diverse student populations in public schools, and decreasing numbers of racially, ethnically and…

Ethnic and Socioeconomic Comparisons of Fitness, Activity Levels, and Barriers to Exercise in High School Females

ERIC Educational Resources Information Center

Fahlman, Mariane M.; Hall, Heather L.; Lock, Robyn

2006-01-01

The purpose of this study was to determine if high school females differed in individual measures of health-related physical fitness, barriers to exercise, or activity level based on ethnicity or socioeconomic status. A cross-sectional sample consisting of African American (28%), Hispanic (23%), and white (49%) female high school students, 46%…

The Leadership of Multi-Ethnic Schools: What We Know and Don't Know about Values-Driven Leadership

ERIC Educational Resources Information Center

Dimmock, Clive

2005-01-01

For too long, leadership has been researched and written about without taking account of context and societal culture. This article takes as its context under researched multi-ethnic urban schools, and looks at leadership--specifically five successful head teacher case studies--of these schools. The research project that it reports was carried out…

Black, White, Green, Red. The Politics of Education in Ethnic America.

ERIC Educational Resources Information Center

Bresnick, David; And Others

The upheaval in large city school systems during the late 1960s and early 1970s is examined in this book. Most of the specific examples are drawn from school districts in New York City, such as Ocean Hill-Brownsville and Canarsie. The problems of growing demands for community control, ethnic and racial conflicts, and school decentralization are…

Do Attitudes toward School Influence the Underachievement of Turkish and Moroccan Minority Students in Flanders? The Attitude-Achievement Paradox Revisited

ERIC Educational Resources Information Center

D'hondt, Fanny; Van Praag, Lore; Stevens, Peter A. J.; Van Houtte, Mieke

2015-01-01

While many ethnic minority students underachieve compared with their ethnic majority peers, they often hold very positive school attitudes. Mickelson (1990) explained this attitude-achievement paradox by the existence of a double set of attitudes. Abstract attitudes reflect the dominant ideas about schooling, while concrete attitudes refer to a…

A Meta-Analysis: School-Based Intervention Programs Targeting Psychosocial Factors for Gifted Racial/Ethnic Minority Students

ERIC Educational Resources Information Center

Woo, Hongryun; Bang, Na Mi; Cauley, Bridget; Choi, Namok

2017-01-01

This meta-analysis of five studies examined the effect of school-based intervention programs on psychosocial well-being of gifted racial/ethnic minority students in K-12 school settings. Analyses determined the overall effect sizes for various intervention programs and compared the effect sizes for subgroups by grade (i.e., elementary vs.…

The Effect of Cooperative Learning on Inter Ethnic Relations in Schools

ERIC Educational Resources Information Center

Curry, Philip; De Amicis, Leyla; Gilligan, Robbie

2011-01-01

The aim of this study is to synthesize all existing empirical evidence on the effects of Cooperative Learning on inter-ethnic relations in school settings. The review is: (1) Systematic including published and unpublished research; (2) Up-to-date; (3) Inclusive of all school going age groups (4 to 18 years of age); and (4) Inclusive of only school…

Ethnicity, Religion, and Academic Preparedness: A Comparative Analysis of Chinese Supplementary Secular Schools and Nonsecular Church-Affiliated Schools

ERIC Educational Resources Information Center

Sun, Ming

2014-01-01

Little academic attention has been given to the supplementary education experience of immigrant students in the Canadian research literature, especially in a non-English speaking context such as Quebec. Yet these schools are important for understanding the influence of ethnicity as well as religion on the academic preparedness and social…

The relationship of ethnicity, socio-economic factors and malnutrition in primary school children in north of Iran: a cross-sectional study.

PubMed

Veghari, Gholamreza

2012-05-29

The main objective of this study was to assess the malnutrition and some socio-economic related factors based on three ethnic groups among primary school children in north of Iran in 2010. This cross-sectional study was carried out through multistage cluster random sampling on 5698 subjects (2505 Fars-native, 2154 Turkman, and 1039 Sistani) in 112 schools. Well-trained staffs completed the questionnaire and measured students' weight and height. Malnutrition estimated the Z-score less than -2SD for underweight, stunting and wasting were calculated using the cutoffs from WHO references. Generally, malnutrition was observed in 3.20%, 4.93% and 5.13% based on underweight, stunting and wasting respectively. It was more common in girls than in boys and in Sistani than in other ethnic groups. The correlation between malnutrition based on underweight and stunting and ethnicity was statistically significant (P=0.001). Results of logistic regression analyses showed that the risk of malnutrition was in rural area 1.34 times more than urban area, in girls 1.17 times more than boys, in Sistani ethnic group 1.82 times more than Fars-native ethnic group, in low economic families 2.01 times more than high economic families. Underweight, stunting and wasting are the health problems in primary school children in north of Iran with a higher prevalence in girls, in rural areas, and in Sistani ethnic group.

Maternal employment and Mexican school-age children overweight in 2012: the importance of households features.

PubMed

Espinosa, Alejandro Martínez

2018-01-01

International evidence regarding the relationship between maternal employment and school-age children overweight and obesity shows divergent results. In Mexico, this relationship has not been confirmed by national data sets analysis. Consequently, the objective of this article was to evaluate the role of the mothers' participation in labor force related to excess body weight in Mexican school-age children (aged 5-11 years). A cross-sectional study was conducted on a sample of 17,418 individuals from the National Health and Nutrition Survey 2012, applying binomial logistic regression models. After controlling for individual, maternal and contextual features, the mothers' participation in labor force was associated with children body composition. However, when the household features (living arrangements, household ethnicity, size, food security and socioeconomic status) were incorporated, maternal employment was no longer statically significant. Household features are crucial factors for understanding the overweight and obesity prevalence levels in Mexican school-age children, despite the mother having a paid job. Copyright: © 2018 Permanyer.

Minneapolis Multi-Ethnic Curriculum Project. Unit Overviews.

ERIC Educational Resources Information Center

Skjervold, Christian K.; Tipple, Bruce

The document presents unit overviews describing activities in the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. It is divided into seven sections, each relating to a specific topic. Sections are entitled ethnicity, migration, acculturation, ethnic enclaves, family, prejudice/discrimination, and power. Each section offers from…

Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing

NASA Astrophysics Data System (ADS)

Carrier, Sarah J.; Thomson, Margareta M.; Tugurian, Linda P.; Tate Stevenson, Kathryn

2014-09-01

In this article, we present a mixed-methods study of 2 schools' elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students' science and outdoor views and activity choices along with those of adults (teachers, parents, and principals). Significant differences were found between pre- and posttest measures along with gender and ethnic differences with respect to students' science knowledge and environmental attitudes. Interview data exposed limitations of outdoor learning at both schools including standardized test pressures, teachers' views of science instruction, and desultory connections of alternative learning settings to 'school' science.

The respective racial and ethnic diversity of US pediatricians and American children.

PubMed

Stoddard, J J; Back, M R; Brotherton, S E

2000-01-01

Much effort has been directed toward increasing the training of physicians from underrepresented minority groups, yet few direct comparisons have examined the diversity of the racial/ethnic backgrounds of the physicians relative to the patient populations they serve, either currently or into the future. This has been particularly true in the case of pediatrics, in which little information has emerged regarding the racial/ethnic backgrounds of pediatricians, yet evidence points to ever-growing diversity in the US child population. We embarked on a comparative analysis to examine trends in the racial and ethnic composition of pediatricians vis-a-vis the patient population they serve, America's infants, children, adolescents, and young adults. Data on US pediatricians sorted by racial/ethnic group came from Association of American Medical Colleges distribution data and is based on the cohort of pediatricians graduating from US medical schools between 1983 and 1989 extrapolated to the total number of pediatricians actively practicing in 1996. Data on the demographic diversity of the US child population came from the US Census Bureau. We derived pediatrician-to-child population ratios (PCPRs) specific to racial/ethnic groups to measure comparative diversity between and among groups. Our results show that the black PCPR, currently less than one third of the white PCPR, will fall from 14.3 pediatricians per 100 000 children in 1996 to 12 by 2025. The Hispanic PCPR will fall from 16.9 in 1996 to 9.2 in 2025. The American Indian/Alaska Native PCPR will drop from 7.8 in 1996 to 6.5 by the year 2025. The PCPR specific to the Asian/Pacific Islander group will decline from 52.9 in 1996 to 26.1 in 2025. For whites, the PCPR will increase from 47.8 to 54.2 during this period. For 1996, each of the 5 PCPRs is significantly different from the comparison ratio. The same is true for 2025. For the time trend comparison (between 1996 and 2025), there is a significant difference for each ratio except for American Indian/Alaska Native. The racial and ethnic makeup of the US child population is currently far more diverse than that of the pediatricians who provide their health care services. If child population demographic projections hold true, and no substantial shifts transpire in the composition of the pediatric workforce, the disparities will increase substantially by the year 2025.

Trust and contact in diverse neighbourhoods: An interplay of four ethnicity effects.

PubMed

Tolsma, J; van der Meer, T W G

2018-07-01

Ethnically diverse neighbourhoods are generally less cohesive. A negative relationship between neighbourhood diversity and social cohesion is, however, neither a necessary nor a sufficient condition to conclude that neighbourhood diversity erodes intra-neighbourhood cohesion. This contribution shows - by using data collected during the second wave of the NEtherlands Longitudinal Lifecourse Study (NELLS) - that: (1) members of ethnic minority groups are more likely to report having contact with and trust their immediate neighbours than natives (ego ethnicity effect); (2) minority group residents are less likely to be contacted and trusted by their neighbours (alter ethnicity effect) and (3) all ethnic groups prefer to mix with coethnics (dyad ethnicity effect). Once we control for these three ethnic composition effects at the ego, alter and dyad-level, neighbourhood ethnic diversity is no longer related to less contact between neighbours. Previously identified negative relationships between neighbourhood diversity and cohesion should therefore be re-evaluated, as they may be the consequence of ethnic composition effects instead of a true neighbourhood diversity effect. Copyright © 2018. Published by Elsevier Inc.

Reconsidering identity: the ethnic and political dimensions of hybridity among majority and Turkish youth in Germany and England.

PubMed

Faas, Daniel

2009-06-01

Sociological research has hitherto largely focused on majority and minority ethnic identities or citizenship identities. However, the social connections between youth are not simply ethnic dynamics but also political dynamics involving citizenship categories. This article argues that in postmodern societies, it is important to reconsider the ways we think about youth identities. Drawing upon qualitative data from a study into the political identities of majority (German and British) youth and Turkish youth, educated in two Stuttgart and two London secondary schools, the research found that fifteen-year-olds had no singular identity but hybrid ethno-national, ethno-local and national-European identities as a result of governmental policies, their schooling and community experience, social class positioning, ethnicity and migration history. In working-class educational contexts, many majority and Turkish youth privileged the ethnic dimension of hybridity whereas majority and Turkish youth in the two middle-class dominated schools emphasized the political dimension of hybridity. The article demonstrates that social class and schooling (e.g. ethos and peer cultures) have a considerable role to play in who can afford to take on the more hybridized cosmopolitan identities on offer.

It matters how and when you ask: self-reported race/ethnicity of incoming law students.

PubMed

Panter, A T; Daye, Charles E; Allen, Walter R; Wightman, Linda F; Deo, Meera E

2009-01-01

The high-stakes nature of law school testing and admissions puts a premium on the student data presented to admissions committees, such as essays, academic and work history, and student background characteristics including race/ethnicity. 4,472 law school-bound students self-identified their race/ethnicity using (a) a mutually exclusive "choose one" format during registration for the law school admissions test, and (b) an elaborated "check-all-that-apply" format as part of a national survey administered during the first weeks at their chosen law school. Student multiraciality that was masked by the first assessment was associated with self-reported ethnic identity, discrimination experience, intergroup contact, race-related attitudes, academic performance, and trait ratings, as compared to monoracial majority students. A different profile of findings was observed across these constructs when multiracial students were compared to monoracial majority students, to monoracial minority students, and within group. These correlates also predicted the likelihood of changing identification across the two assessment contexts. These findings support the continued study of specific combinations of multiracial groups, fluidity of multiracial identities, and context effects that influence race/ethnicity self-categorizations.

School-level economic disadvantage and obesity in middle school children in central Texas, USA: a cross-sectional study

PubMed Central

2015-01-01

Background Although children of lower socio-economic status (SES) in the United States have generally been found to be at greater risk for obesity, the SES-obesity association varies when stratified by racial/ethnic groups-with no consistent association found for African American and Hispanic children. Research on contextual and setting-related factors may provide further insights into ethnic and SES disparities in obesity. We examined whether obesity levels among central Texas 8th grade students (n=2682) vary by school-level economic disadvantage across individual-level family SES and racial/ethnicity groups. As a secondary aim, we compared the association of school-level economic disadvantage and obesity by language spoken with parents (English or Spanish) among Hispanic students. Methods Multilevel regression models stratified by family SES and ethnicity were run using cross-sectional baseline data from five school districts participating in the Central Texas CATCH Middle School project. For family SES, independent multi-level logistic regression models were run for total sample and by gender for each family SES stratum (poor/near poor/just getting by, living comfortably, and very well off), adjusting for age, ethnicity, and gender. Similarly, multi-level regression models were run by race/ethnic group (African American, Hispanic, and White), adjusting for age, family SES, and gender. Results Students attending highly economically disadvantaged (ED) schools were between 1.7 (95% CI: 1.1-2.6) and 2.4 (95% CI: 1.2-4.8) times more likely to be obese as students attending low ED schools across family SES groups (p<.05). African American (ORAdj =3.4, 95% CI: 1.1-11.4), Hispanic (ORAdj=1.8, 95% CI 1.1-3.0) and White (ORAdj=3.8, 95% CI: 1.6-8.9) students attending high ED schools were more likely to be obese as counterparts at low ED schools (p<.05). Gender-stratified findings were similar to findings for total sample, although fewer results reached significance. While no obesity differences across school ED categories were found for Hispanic Spanish-speaking students, Hispanic English-speaking students (HES) attending high ED schools were 2.4 times more likely to be obese as HES students at low ED schools (p=.003). Conclusion Findings support the need to prioritize economically disadvantaged schools for obesity prevention efforts and support further exploration of school SES context in shaping children’s physical activity and dietary behaviors. PMID:26222099

The Ethnic Prejudice of Flemish Pupils: The Role of Pupils' and Teachers' Perceptions of Multicultural Teacher Culture

ERIC Educational Resources Information Center

Vervaet, Roselien; Van Houtte, Mieke; Stevens, Peter A. J.

2018-01-01

Background/Context: As a result of migration processes, schools in Flanders (the Dutch-speaking region of Belgium) are notably ethnically diverse. This evolution has coincided with an increasing number of studies focusing on ethnic-minority pupils' experiences of ethnic prejudice from their ethnic majority counterparts. Purpose/Objective/Research…

The Relation of Age, Gender, Ethnicity, and Risk Behaviors to Self-Esteem among Students in Nonmainstream Schools

ERIC Educational Resources Information Center

Connor, Jennifer M.; Poyrazli, Senel; Ferrer-Wreder, Laura; Grahame, Kamini Maraj

2004-01-01

This cross-sectional study investigated self-esteem in relation to age, gender, ethnicity, and risk behaviors among a sample of nonmainstream students. Participants were 149 students in the 6th to 12th grades from two non-mainstream schools (one charter and one alternative school). Self-esteem and youth risk behaviors were determined by using a…

The Role of Gender, Race/Ethnicity, and Disability Status on the Relationship between Student Perceptions of School and Family Support and Self-Determination

ERIC Educational Resources Information Center

Cavendish, Wendy

2017-01-01

The role of gender, race/ethnicity, and disability category in the relationship between student perceptions of family support of personal growth and school facilitation of student involvement and the development of self-determination was examined in a sample of 190 diverse high school students with disabilities. Results indicated that both school…

Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools

ERIC Educational Resources Information Center

Ritzhaupt, Albert D.; Liu, Feng; Dawson, Kara; Barron, Ann E.

2013-01-01

This research examines student information and communication technology (ICT) literacy and its relationships to a student's socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology…

Faculty Self-reported Experience with Racial and Ethnic Discrimination in Academic Medicine

PubMed Central

Peterson, Neeraja B; Friedman, Robert H; Ash, Arlene S; Franco, Shakira; Carr, Phyllis L

2004-01-01

BACKGROUND Despite the need to recruit and retain minority faculty in academic medicine, little is known about the experiences of minority faculty, in particular their self-reported experience of racial and ethnic discrimination at their institutions. OBJECTIVE To determine the frequency of self-reported experience of racial/ethnic discrimination among faculty of U.S. medical schools, as well as associations with outcomes, such as career satisfaction, academic rank, and number of peer-reviewed publications. DESIGN A 177-item self-administered mailed survey of U.S. medical school faculty. SETTING Twenty-four randomly selected medical schools in the contiguous United States. PARTICIPANTS A random sample of 1,979 full-time faculty, stratified by medical school, specialty, graduation cohort, and gender. MEASUREMENTS Frequency of self-reported experiences of racial/ethnic bias and discrimination. RESULTS The response rate was 60%. Of 1,833 faculty eligible, 82% were non-Hispanic white, 10% underrepresented minority (URM), and 8% nonunderrepresented minority (NURM). URM and NURM faculty were substantially more likely than majority faculty to perceive racial/ethnic bias in their academic environment (odds ratio [OR], 5.4; P < .01 and OR, 2.6; P < .01, respectively). Nearly half (48%) of URM and 26% of NURM reported experiencing racial/ethnic discrimination by a superior or colleague. Faculty with such reported experiences had lower career satisfaction scores than other faculty (P < .01). However, they received comparable salaries, published comparable numbers of papers, and were similarly likely to have attained senior rank (full or associate professor). CONCLUSIONS Many minority faculty report experiencing racial/ethnic bias in academic medicine and have lower career satisfaction than other faculty. Despite this, minority faculty who reported experiencing racial/ethnic discrimination achieved academic productivity similar to that of other faculty. PMID:15009781

Faculty self-reported experience with racial and ethnic discrimination in academic medicine.

PubMed

Peterson, Neeraja B; Friedman, Robert H; Ash, Arlene S; Franco, Shakira; Carr, Phyllis L

2004-03-01

Despite the need to recruit and retain minority faculty in academic medicine, little is known about the experiences of minority faculty, in particular their self-reported experience of racial and ethnic discrimination at their institutions. To determine the frequency of self-reported experience of racial/ethnic discrimination among faculty of U.S. medical schools, as well as associations with outcomes, such as career satisfaction, academic rank, and number of peer-reviewed publications. A 177-item self-administered mailed survey of U.S. medical school faculty. Twenty-four randomly selected medical schools in the contiguous United States. A random sample of 1,979 full-time faculty, stratified by medical school, specialty, graduation cohort, and gender. Frequency of self-reported experiences of racial/ethnic bias and discrimination. The response rate was 60%. Of 1,833 faculty eligible, 82% were non-Hispanic white, 10% underrepresented minority (URM), and 8% non-underrepresented minority (NURM). URM and NURM faculty were substantially more likely than majority faculty to perceive racial/ethnic bias in their academic environment (odds ratio [OR], 5.4; P <.01 and OR, 2.6; P <.01, respectively). Nearly half (48%) of URM and 26% of NURM reported experiencing racial/ethnic discrimination by a superior or colleague. Faculty with such reported experiences had lower career satisfaction scores than other faculty (P <.01). However, they received comparable salaries, published comparable numbers of papers, and were similarly likely to have attained senior rank (full or associate professor). Many minority faculty report experiencing racial/ethnic bias in academic medicine and have lower career satisfaction than other faculty. Despite this, minority faculty who reported experiencing racial/ethnic discrimination achieved academic productivity similar to that of other faculty.

Are ethnic and gender specific equations needed to derive fat free mass from bioelectrical impedance in children of South asian, black african-Caribbean and white European origin? Results of the assessment of body composition in children study.

PubMed

Nightingale, Claire M; Rudnicka, Alicja R; Owen, Christopher G; Donin, Angela S; Newton, Sian L; Furness, Cheryl A; Howard, Emma L; Gillings, Rachel D; Wells, Jonathan C K; Cook, Derek G; Whincup, Peter H

2013-01-01

Bioelectrical impedance analysis (BIA) is a potentially valuable method for assessing lean mass and body fat levels in children from different ethnic groups. We examined the need for ethnic- and gender-specific equations for estimating fat free mass (FFM) from BIA in children from different ethnic groups and examined their effects on the assessment of ethnic differences in body fat. Cross-sectional study of children aged 8-10 years in London Primary schools including 325 South Asians, 250 black African-Caribbeans and 289 white Europeans with measurements of height, weight and arm-leg impedance (Z; Bodystat 1500). Total body water was estimated from deuterium dilution and converted to FFM. Multilevel models were used to derive three types of equation {A: FFM = linear combination(height+weight+Z); B: FFM = linear combination(height(2)/Z); C: FFM = linear combination(height(2)/Z+weight)}. Ethnicity and gender were important predictors of FFM and improved model fit in all equations. The models of best fit were ethnicity and gender specific versions of equation A, followed by equation C; these provided accurate assessments of ethnic differences in FFM and FM. In contrast, the use of generic equations led to underestimation of both the negative South Asian-white European FFM difference and the positive black African-Caribbean-white European FFM difference (by 0.53 kg and by 0.73 kg respectively for equation A). The use of generic equations underestimated the positive South Asian-white European difference in fat mass (FM) and overestimated the positive black African-Caribbean-white European difference in FM (by 4.7% and 10.1% respectively for equation A). Consistent results were observed when the equations were applied to a large external data set. Ethnic- and gender-specific equations for predicting FFM from BIA provide better estimates of ethnic differences in FFM and FM in children, while generic equations can misrepresent these ethnic differences.

Are Ethnic and Gender Specific Equations Needed to Derive Fat Free Mass from Bioelectrical Impedance in Children of South Asian, Black African-Caribbean and White European Origin? Results of the Assessment of Body Composition in Children Study

PubMed Central

Nightingale, Claire M.; Rudnicka, Alicja R.; Owen, Christopher G.; Donin, Angela S.; Newton, Sian L.; Furness, Cheryl A.; Howard, Emma L.; Gillings, Rachel D.; Wells, Jonathan C. K.; Cook, Derek G.; Whincup, Peter H.

2013-01-01

Background Bioelectrical impedance analysis (BIA) is a potentially valuable method for assessing lean mass and body fat levels in children from different ethnic groups. We examined the need for ethnic- and gender-specific equations for estimating fat free mass (FFM) from BIA in children from different ethnic groups and examined their effects on the assessment of ethnic differences in body fat. Methods Cross-sectional study of children aged 8–10 years in London Primary schools including 325 South Asians, 250 black African-Caribbeans and 289 white Europeans with measurements of height, weight and arm-leg impedance (Z; Bodystat 1500). Total body water was estimated from deuterium dilution and converted to FFM. Multilevel models were used to derive three types of equation {A: FFM = linear combination(height+weight+Z); B: FFM = linear combination(height2/Z); C: FFM = linear combination(height2/Z+weight)}. Results Ethnicity and gender were important predictors of FFM and improved model fit in all equations. The models of best fit were ethnicity and gender specific versions of equation A, followed by equation C; these provided accurate assessments of ethnic differences in FFM and FM. In contrast, the use of generic equations led to underestimation of both the negative South Asian-white European FFM difference and the positive black African-Caribbean-white European FFM difference (by 0.53 kg and by 0.73 kg respectively for equation A). The use of generic equations underestimated the positive South Asian-white European difference in fat mass (FM) and overestimated the positive black African-Caribbean-white European difference in FM (by 4.7% and 10.1% respectively for equation A). Consistent results were observed when the equations were applied to a large external data set. Conclusions Ethnic- and gender-specific equations for predicting FFM from BIA provide better estimates of ethnic differences in FFM and FM in children, while generic equations can misrepresent these ethnic differences. PMID:24204625

An epidemiologic study on anthropometric dimensions of 7-11-year-old Iranian children: considering ethnic differences.

PubMed

Mirmohammadi, Seyyed Jalil; Hafezi, Rahmatollah; Mehrparvar, Amir Houshang; Gerdfaramarzi, Raziyeh Soltani; Mostaghaci, Mehrdad; Nodoushan, Reza Jafari; Rezaeian, Bibiseyedeh

2013-01-01

Anthropometric data can be used to identify the physical dimensions of equipment, furniture, clothing and workstations. The use of poorly designed furniture that fails to fulfil the users' anthropometric dimensions, has a negative impact on human health. In this study, we measured some anthropometric dimensions of Iranian children from different ethnicities. A total of 12,731 Iranian primary school children aged 7-11 years were included in the study and their static anthropometric dimensions were measured. Descriptive statistics such as mean, standard deviation and key percentiles were calculated. All dimensions were compared among different ethnicities and different genders. This study showed significant differences in a set of 22 anthropometric dimensions with regard to gender, age and ethnicity. Turk boys and Arab girls were larger than their contemporaries in different ages. According to the results of this study, difference between genders and among different ethnicities should be taken into account by designers and manufacturers of school furniture. In this study, we measured 22 static anthropometric dimensions of 12,731 Iranian primary school children aged 7-11 years from different ethnicities. Descriptive statistics such as mean, standard deviation and key percentiles were measured for each dimension. This study showed significant differences in a set of 22 anthropometric dimensions in different genders, ages and ethnicities.

The Effectiveness of a School-Based Intervention for Adolescents in Reducing Disparities in the Negative Consequences of Substance Use Among Ethnic Groups.

PubMed

Stewart, David G; Moise-Campbell, Claudine; Chapman, Meredith K; Varma, Malini; Lehinger, Elizabeth

2017-06-01

Ethnic minority youth are disproportionately affected by substance use-related consequences, which may be best understood through a social ecological lens. Differences in psychosocial consequences between ethnic majority and minority groups are likely due to underlying social and environmental factors. The current longitudinal study examined the outcomes of a school-based motivational enhancement treatment intervention in reducing disparities in substance use consequences experienced by some ethnic minority groups with both between and within-subjects differences. Students were referred to the intervention through school personnel and participated in a four-session intervention targeting alcohol and drug use. Participants included 122 youth aged 13-19 years. Participants were grouped by ethnicity and likelihood of disparate negative consequences of substance use. African American/Hispanic/Multiethnic youth formed one group, and youth identifying as White or Asian formed a second group. We hypothesized that (1) there would be significant disparities in psychosocial, serious problem behavior, and school-based consequences of substance use between White/Asian students compared to African American/Hispanic/Multiethnic students at baseline; (2) physical dependence consequences would not be disparate at baseline; and (3) overall disparities would be reduced at post-treatment follow-up. Results indicated that African American/Hispanic/Multiethnic adolescents demonstrated statistically significant disparate consequences at baseline, except for physical dependency consequences. Lastly, significant reductions in disparities were evidenced between groups over time. Our findings highlight the efficacy of utilizing school-based substance use interventions in decreasing ethnic health disparities in substance use consequences.

Seasonal variability in weight change during elementary school

USDA-ARS?s Scientific Manuscript database

Seasonal variation in weight gain across elementary school (kindergarten-5th grade) was examined among children who were healthy weight, overweight, or obese and from different racial and ethnic groups. The sample included 7,599 ethnically diverse students ages 5-7 years at baseline (Caucasian: 21.1...

Direct and interactive links between cross-ethnic friendships and peer rejection, internalizing symptoms, and academic engagement among ethnically diverse children.

PubMed

Kawabata, Yoshito; Crick, Nicki R

2015-04-01

The present study examined direct and interactive links between friendships and social, academic, and psychological adjustment problems (i.e., peer rejection as nominated by same-ethnic and cross-ethnic peers, teacher-reported academic engagement, and teacher-reported internalizing symptoms) among school-age children in multiethnic schools (n = 509, age: 9-10). The data, which included 2 time points with a 6-month interval, were drawn from a relatively large-sized, short-term longitudinal study. Results showed that cross-ethnic friendships (not same-ethnic friendships) were associated with greater academic engagement concurrently and predated decreased peer rejection and internalizing symptoms longitudinally, even after controlling for the availability of same-ethnic peers and classroom diversity. Furthermore, cross-ethnic friendships (not same-ethnic friendships) moderated the link between relational victimization and increased peer rejection and greater internalizing symptoms, such that this link was evidenced for children with fewer cross-ethnic friendships. However, the moderation effect was contingent upon the type of outcome variables and the ethnicity of the child. For example, the buffering effect against the negative contribution of relational victimization to internalizing symptoms was found particularly for African American children. The findings are discussed based on theories of normative development, ethnic socialization, and intergroup relations. (c) 2015 APA, all rights reserved).

Effects of the It's Your Game . . . Keep It Real program on dating violence in ethnic-minority middle school youths: a group randomized trial.

PubMed

Peskin, Melissa F; Markham, Christine M; Shegog, Ross; Baumler, Elizabeth R; Addy, Robert C; Tortolero, Susan R

2014-08-01

We examined whether It's Your Game . . . Keep It Real (IYG) reduced dating violence among ethnic-minority middle school youths, a population at high risk for dating violence. We analyzed data from 766 predominantly ethnic-minority students from 10 middle schools in southeast Texas in 2004 for a group randomized trial of IYG. We estimated logistic regression models, and the primary outcome was emotional and physical dating violence perpetration and victimization by ninth grade. Control students had significantly higher odds of physical dating violence victimization (adjusted odds ratio [AOR] = 1.52; 95% confidence interval [CI] = 1.20, 1.92), emotional dating violence victimization (AOR = 1.74; 95% CI = 1.36, 2.24), and emotional dating violence perpetration (AOR = 1.58; 95% CI = 1.11, 2.26) than did intervention students. The odds of physical dating violence perpetration were not significantly different between the 2 groups. Program effects varied by gender and race/ethnicity. IYG significantly reduced 3 of 4 dating violence outcomes among ethnic-minority middle school youths. Although further study is warranted to determine if IYG should be widely disseminated to prevent dating violence, it is one of only a handful of school-based programs that are effective in reducing adolescent dating violence behavior.

A case study of the effects of social experiences on the science identity formation of Mexican American females in high school chemistry

NASA Astrophysics Data System (ADS)

Beeton, Renee P.

Mexican Americans are a rapidly growing ethnic group in the United States. However, they are noticeably absent from physical science fields. Little research has explored the experiences of Mexican American girls in high school chemistry. The theories of identity based on communities of practice and multicultural feminism framed this year-long case study of nine Mexican American girls in a high school chemistry course. This study explored the social encounters and experiences that shaped the participants' identities and how their views of themselves affected their attitudes towards high school chemistry and future science careers. Data collection included a focus group and in-depth interviews with the participants, classroom observations, and teacher interviews. Five main identities influenced the participants' potential to become a scientist: ethnic, gender, science, student, and college. Mexican ethnic identity was the overarching identity; however gender also influenced the participants' other identities. The participants were aware of ethnic gender stereotypes that might hinder them from being successful in science. Also, ethnic factors, such as citizenship and abilities to receive financial aid limited their views of themselves as chemists. Participatory science, student, and school identities were all needed in order for the participants to be potential scientists. Family expectations, authentic relationships with teachers, and personal connections were important factors in the development of these participatory identities.

Effects of the It’s Your Game . . . Keep It Real Program on Dating Violence in Ethnic-Minority Middle School Youths: A Group Randomized Trial

PubMed Central

Markham, Christine M.; Shegog, Ross; Baumler, Elizabeth R.; Addy, Robert C.; Tortolero, Susan R.

2014-01-01

Objectives. We examined whether It’s Your Game . . . Keep It Real (IYG) reduced dating violence among ethnic-minority middle school youths, a population at high risk for dating violence. Methods. We analyzed data from 766 predominantly ethnic-minority students from 10 middle schools in southeast Texas in 2004 for a group randomized trial of IYG. We estimated logistic regression models, and the primary outcome was emotional and physical dating violence perpetration and victimization by ninth grade. Results. Control students had significantly higher odds of physical dating violence victimization (adjusted odds ratio [AOR] = 1.52; 95% confidence interval [CI] = 1.20, 1.92), emotional dating violence victimization (AOR = 1.74; 95% CI = 1.36, 2.24), and emotional dating violence perpetration (AOR = 1.58; 95% CI = 1.11, 2.26) than did intervention students. The odds of physical dating violence perpetration were not significantly different between the 2 groups. Program effects varied by gender and race/ethnicity. Conclusions. IYG significantly reduced 3 of 4 dating violence outcomes among ethnic-minority middle school youths. Although further study is warranted to determine if IYG should be widely disseminated to prevent dating violence, it is one of only a handful of school-based programs that are effective in reducing adolescent dating violence behavior. PMID:24922162

Skinfold Prediction Equations Fail to Provide an Accurate Estimate of Body Composition in Elite Rugby Union Athletes of Caucasian and Polynesian Ethnicity.

PubMed

Zemski, Adam J; Broad, Elizabeth M; Slater, Gary J

2018-01-01

Body composition in elite rugby union athletes is routinely assessed using surface anthropometry, which can be utilized to provide estimates of absolute body composition using regression equations. This study aims to assess the ability of available skinfold equations to estimate body composition in elite rugby union athletes who have unique physique traits and divergent ethnicity. The development of sport-specific and ethnicity-sensitive equations was also pursued. Forty-three male international Australian rugby union athletes of Caucasian and Polynesian descent underwent surface anthropometry and dual-energy X-ray absorptiometry (DXA) assessment. Body fat percent (BF%) was estimated using five previously developed equations and compared to DXA measures. Novel sport and ethnicity-sensitive prediction equations were developed using forward selection multiple regression analysis. Existing skinfold equations provided unsatisfactory estimates of BF% in elite rugby union athletes, with all equations demonstrating a 95% prediction interval in excess of 5%. The equations tended to underestimate BF% at low levels of adiposity, whilst overestimating BF% at higher levels of adiposity, regardless of ethnicity. The novel equations created explained a similar amount of variance to those previously developed (Caucasians 75%, Polynesians 90%). The use of skinfold equations, including the created equations, cannot be supported to estimate absolute body composition. Until a population-specific equation is established that can be validated to precisely estimate body composition, it is advocated to use a proven method, such as DXA, when absolute measures of lean and fat mass are desired, and raw anthropometry data routinely to derive an estimate of body composition change.

The Light Infantry Division Regionally Focused for Low Intensity Conflict

DTIC Science & Technology

1990-06-01

The= offical languages are Spanish, Quechua and Aymara. (3) Education: Illiteracy: 20%. (4) Ethnic Composition: Indian 45%; mestizo 37%; Caucasian 15... Quechua , and Aymara are the offical languages. (3) Education: Illiteracy: 37%. (4) Ethnic Composition: Quechua 30%; Aymara 25%; Mestizo 31%; European

Ethnic Incongruence and the Student-Teacher Relationship: The Perspective of Ethnic Majority Teachers

ERIC Educational Resources Information Center

Thijs, Jochem; Westhof, Saskia; Koomen, Helma

2012-01-01

Among 36 ethnic-Dutch school teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch students attending grades 4 through 6 (M[subscript age] = 10.81 years, SD = 1.05).…

The Ethnocultural Adaptation of Children of Migrants in the Schools of Moscow

ERIC Educational Resources Information Center

Makarov, A. I.

2012-01-01

Research data on the dynamics of ethnocultural adaptation of migrant family students in Moscow schools shows a tension between assimilation and retention of one's cultural background. Ethnic differences create barriers between those of Russian and non-Russian ethnicity, including difficulties with language and the widespread phenomenon of…

Discrimination and Sleep: The Protective Role of School Belonging

ERIC Educational Resources Information Center

Huynh, Virginia W.; Gillen-O'Neel, Cari

2016-01-01

Ethnic minority adolescents experience certain sleep problems, yet factors that affect their sleep are poorly understood. This study examined the association between ethnic discrimination and sleep during adolescence and the extent to which perceived stress mediated these associations. This study also examined whether school belonging can protect…

Alcohol, tobacco, and other drug use prevention programs in U.S. schools: a descriptive summary.

PubMed

Kumar, Revathy; O'Malley, Patrick M; Johnston, Lloyd D; Laetz, Virginia B

2013-12-01

This report identifies the prevalence of state, local, and commercially developed substance abuse prevention programs in middle and high schools from 2001 to 2007, using survey data from nationally representative samples of 1,206 schools. Based on school administrators' reports, schools and school districts offer students an average of 1.62 prevention programs during their school years from elementary through high school. Bivariate and multivariate regression analyses were conducted with school demographic characteristics public versus private, size, population density, region of the country, school race/ethnic composition, and socioeconomic status of the student body (SES) as predictors of total number of programs that students received and of the relative use of local, state, and commercial programs. Schools in the West had significantly fewer prevention programs than those in other regions of the country. Students in predominantly White and in higher SES schools received significantly more prevention programs than students in majority African American, majority Hispanic, or in lower SES affluent schools. The most frequently reported programs that students received were locally developed. D.A.R.E. was the most widely adopted prevention program. Findings from this study suggest that schools often develop their own curriculum to suit their students' needs, and students are exposed to multiple prevention programs through their school years, making it difficult to examine the effectiveness of any single program in preventing and reducing substance use among students.

"I Have to Be Three Steps Ahead": Academically Gifted African American Male Students in an Urban High School on the Tension between an Ethnic and Academic Identity

ERIC Educational Resources Information Center

Graham, Anthony; Anderson, Kenneth A.

2008-01-01

This case study investigation of three Academically Gifted African American male high school seniors in a predominantly African American urban high school examines the interplay between their ethnic and academic identity. Using an embedded micro-ethnographic approach, we explore the extent to which these students value educational attainment, the…

Received ethnic-racial socialization messages and youths' academic and behavioral outcomes: examining the mediating role of ethnic identity and self-esteem.

PubMed

Hughes, Diane; Witherspoon, Dawn; Rivas-Drake, Deborah; West-Bey, Nia

2009-04-01

The authors examined relationships between cultural socialization and preparation for bias and youth outcomes. Using data from 805 African American and White early adolescents attending school in an integrated middle-class suburban school district in the northeastern United States, the authors hypothesized that ethnic affirmation and self-esteem would mediate relations between ethnic-racial socialization and more distal academic and behavioral outcomes. Cultural socialization was positively associated with academic and behavioral outcomes, and these associations were partially mediated by ethnic affirmation and self-esteem. Preparation for bias was associated with more negative academic outcomes, and these relationships were fully mediated by ethnic affirmation and self-esteem. Relationships of preparation for bias to youth outcomes were generally stronger for White compared with African American youths. The risks and benefits of different socialization messages for youths in various ecological contexts are discussed.

Students' self-regulation and teachers' influences in science: interplay between ethnicity and gender

NASA Astrophysics Data System (ADS)

Elstad, Eyvind; Turmo, Are

2010-11-01

The purpose of this study is to explore students' self-regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science.

The Roles of Population, Place, and Institution in Student Diversity in American Higher Education

PubMed Central

Franklin, Rachel S.

2014-01-01

Student racial and ethnic diversity in higher education is an important and timely topic, as institutions, policy-makers, and economists increasingly recognize the value that accrues at many levels of having a skilled and diverse student body and workforce. Students benefit from learning in a diverse environment; firms may benefit from a diverse workforce; and more demographically diverse regions make experience higher rates of economic growth. However, the forces governing institution-level student diversity are poorly understood, as little prior research on the topic exists. This paper uses school enrollment data to parse out the contribution institutional characteristics, geographical setting, and local demographic characteristics make to student body diversity at each level of study. Results indicate that geographical location and local demographic composition play a role in student body diversity, as do the type and orientation of the institution. Institutional characteristics explain a lot of the variation in student body diversity and actual location of schools matters less than the demographic composition of young people around that location. Two broad conclusions emerge with regard to schools seeking to increase their student diversity. First, some may find their efforts hampered by circumstances outside their control (location, for example). Second, the influence of public/private status and even school size suggest further research on the ways in which these factors influence student diversity so that eventual policy action can be more effective. PMID:25425748

The antecedents and consequences of racial/ethnic discrimination during adolescence: does the source of discrimination matter?

PubMed

Benner, Aprile D; Graham, Sandra

2013-08-01

In the current study, we examined the precursors and consequences of discrimination for 876 Latino, African American, and Asian American adolescents (Mage = 16.9 years, SD = 0.43). The race/ethnic characteristics of schools and neighborhoods influenced adolescents' perceptions of the race/ethnic climates of these contexts. In turn, adolescents who viewed climates more negatively were more likely to perceive discriminatory treatment by school personnel, peers, and societal institutions. Discrimination from these 3 sources exerted differential influence on developmental outcomes: Greater discrimination from school personnel was associated with poorer academic performance, greater discrimination from peers was associated with more psychological maladjustment, and greater societal discrimination was associated with heightened racial awareness. Relations were consistent across race/ethnic groups and gender. Implications for intervening to reduce racial discrimination and other social stigmas are discussed. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Ethnic Drama: Video-Texts and Study Guides.

ERIC Educational Resources Information Center

Valletta, Clement, Ed.; And Others

The document contains scripts, study guides, and discussion questions for two ethnic dramas suitable for ethnic studies at the secondary school level. The first, "A Glass Rose," an adaptation of the novel by Richard Bankowsky, depicts the hopes, dreams, and problems of a Polish immigrant family who reside in an ethnic neighborhood in an…

Closeness and Competition in the Inter-Ethnic and Co-Ethnic Friendships of Early Adolescents in Toronto and Montreal

ERIC Educational Resources Information Center

Schneider, Barry H.; Dixon, Kristopher; Udvari, Stephen

2007-01-01

The purpose of this study is to compare the inter-ethnic and co-ethnic friendships of 390 junior high school students in multi-ethnic neighborhoods of Montreal and Toronto. Friendship dyads were identified on the basis of reciprocal nomination as close friends. The quality of the friendships was measured by questionnaires completed by both members…

Relation of peer effects and school climate to substance use among Asian American adolescents.

PubMed

Ryabov, Igor

2015-07-01

Using a nationally representative, longitudinal sample of Asian American late adolescents/young adults (ages 18-26), this article investigates the link between peer effects, school climate, on the one hand, and substance use, which includes tobacco, alcohol, and other illicit mood altering substance. The sample (N = 1585) is drawn from the National Longitudinal Study of Adolescent Health (Waves I and III). The study is set to empirically test premises of generational, social capital and stage-environment fit theories. The exploratory variables include individual-level (immigrant generation status, ethnic origin, co-ethnic and co-generational peers - peers from the same immigrant generation) as well as school-level measures (average school socio-economic status and school climate). Multilevel modeling (logistic and negative binomial regression) was used to estimate substance use. Results indicate that preference for co-generational friends is inversely associated with frequency of cannabis and other illicit drug use and preference for co-ethnic peers is inversely associated with other illicit drug use. We also find that school climate is a strong and negative predictor of frequency of cannabis and other illicit drug use as well as of heavy episodic drinking. In terms of policy, these findings suggest that Asian American students should benefit from co-ethnic and co-generational peer networks in schools and, above all, from improving school climate. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Backlash for Breaking Racial and Ethnic Breaking Stereotypes: Adolescent School Victimization Across Contexts.

PubMed

Peguero, Anthony A; Jiang, Xin

2016-03-01

This research examines if and how social and cultural stereotypes insulate or aggravate the risk for adolescent victimization and partially explain racial and ethnic disparities with being a victim of violence at school. Analyses that draw on the Educational Longitudinal Study of 2002 and use multilevel analytical techniques suggest important results. Most notably, increased educational achievement, academic involvement, and having White American friendships are potential victimization risk factors for Black/African American and Latino American adolescents at urban and/or suburban schools. In addition to discussing the findings, this study underscores the importance of investigating the complexities associated with race and ethnicity when addressing adolescent victimization. © The Author(s) 2014.

Vaccinating Asian Pacific Islander children against hepatitis B: ethnic-specific influences and barriers.

PubMed

Pulido, M J; Alvarado, E A; Berger, W; Nelson, A; Todoroff, C

2001-01-01

Hepatitis B virus (HBV) is a known cause of liver cancer, especially among Asian and Pacific Islanders (API). Despite national recommendations and school entry requirements for vaccination, many children are not fully vaccinated with the Hepatitis B vaccine (Hep B) before entering school. The purpose of this study was to measure ethnic group-specific hepatitis B vaccination rates among school-aged API children after implementation of universal recommendations and school laws, and quantify ethnic-specific risk factors associated with late and incomplete vaccinations. A multilingual questionnaire was distributed to parents of second and fourth graders in nine Los Angeles County (LAC) elementary schools with high proportions of API students. Data on Hepatitis B vaccination dates, source of health care and health information, cultural factors, and general knowledge and attitudes about HBV and vaccination were collected and analyzed. Overall, 1,696 (77%) of 2,183 questionnaires were returned. Of these, 1,024 were from API children. The API second graders in this survey had a 72% coverage rate, ranging from 46% to 94% among the individual ethnic groups. Fifty-one percent of API fourth graders had three doses of Hep B vaccine, ranging from 38% to 69% among the individual ethnic groups. Factors influencing coverage levels among API fourth graders were speaking limited English at home, living in the United States less than five years, and not having discussed hepatitis B vaccination with a health care provider. Factors influencing low immunization levels differed among the API ethnic groups. Analysis and intervention on a non-aggregate level are necessary for designing both effective and cultural-specific outreach programs for diverse API communities such as LAC's.

Perceived Racial/Ethnic Discrimination Among Fifth-Grade Students and Its Association With Mental Health

PubMed Central

Elliott, Marc N.; Kanouse, David E.; Grunbaum, Jo Anne; Schwebel, David C.; Gilliland, M. Janice; Tortolero, Susan R.; Peskin, Melissa F.; Schuster, Mark A.

2009-01-01

Objectives. We sought to describe the prevalence, characteristics, and mental health problems of children who experience perceived racial/ethnic discrimination. Methods. We analyzed cross-sectional data from a study of 5147 fifth-grade students and their parents from public schools in 3 US metropolitan areas. We used multivariate logistic regression (overall and stratified by race/ethnicity) to examine the associations of sociodemographic factors and mental health problems with perceived racial/ethnic discrimination. Results. Fifteen percent of children reported perceived racial/ethnic discrimination, with 80% reporting that discrimination occurred at school. A greater percentage of Black (20%), Hispanic (15%), and other (16%) children reported perceived racial/ethnic discrimination compared with White (7%) children. Children who reported perceived racial/ethnic discrimination were more likely to have symptoms of each of the 4 mental health conditions included in the analysis: depression, attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder. An association between perceived racial/ethnic discrimination and depressive symptoms was found for Black, Hispanic, and other children but not for White children. Conclusions. Perceived racial/ethnic discrimination is not an uncommon experience among fifth-grade students and may be associated with a variety of mental health disorders. PMID:19299673

Mindfulness as a Coping Strategy for Bias-Based School Victimization among Latina/o Sexual Minority Youth

PubMed Central

Toomey, Russell B.; Anhalt, Karla

2016-01-01

This study examined whether mindfulness strategies (e.g., acting non-judgmentally with awareness and attention to present events) were effective in mitigating the associations among school-based victimization related to ethnicity and sexual orientation, well-being (i.e., depressive symptoms and self-esteem), and grade-point average (GPA). The U.S.-based sample included 236 Latina/o sexual minority students, ranging in age from 14 to 24 years (47% were enrolled in secondary schools, 53% in postsecondary schools). Results from structural equation modeling revealed that ethnicity-based school victimization was negatively associated with GPA but not well-being. However, sexual orientation-based victimization was not associated with well-being or GPA. Mindfulness was positively associated with well-being but not GPA. High levels of mindfulness coping were protective when the stressor was sexual orientation-based victimization but not ethnicity-based school victimization. These findings contribute to a growing literature documenting the unique school barriers experienced by Latina/o sexual minority youth and highlight the promising utility of mindfulness-based intervention strategies for coping with minority stress. PMID:28018933

Are School Placement Recommendations Accurate? The Effect of Students' Ethnicity on Teachers' Judgments and Recognition Memory

ERIC Educational Resources Information Center

Glock, Sabine; Krolak-Schwerdt, Sabine; Pit-ten Cate, Ineke M.

2015-01-01

Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today's educational systems. Teachers' stereotypical expectations are believed to contribute to these disadvantages because teachers make decisions about grades, special education, tracking, and school placement. Research so far has shown that…

Korean American High School Students' Perspectives on U.S. History

ERIC Educational Resources Information Center

An, Sohyun

2012-01-01

Along with the ever-increasing racial/ethnic diversity in U.S. schools, researchers began to investigate the impact of racial/ethnic identity on young people's understanding of the nation's history. Compared to other racial minorities, Asian American students have received little academic and educational attention. This article seeks to address…

The Influence of Race-Ethnicity and Physical Activity Levels on Elementary School Achievement

ERIC Educational Resources Information Center

Caldas, Stephen J.; Reilly, Monique S.

2018-01-01

The authors used structural equation modeling to map the relationships between student race-ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical…

Ethnic Disparities in School-Based Behavioral Health Service Use for Children with Psychiatric Disorders

ERIC Educational Resources Information Center

Locke, Jill; Kang-Yi, Christina D.; Pellecchia, Melanie; Marcus, Steven; Hadley, Trevor; Mandell, David S.

2017-01-01

Background: We examined racial/ethnic disparities in school-based behavioral health service use for children with psychiatric disorders. Methods: Medicaid claims data were used to compare the behavioral healthcare service use of 23,601 children aged 5-17 years by psychiatric disorder (autism, attention deficit hyperactivity disorder [ADHD],…

Improving Ethnic and Racial Relations in the Schools. ERIC Digest.

ERIC Educational Resources Information Center

Romo, Harriett

Many patterns of racial and ethnic group relations in our schools are based on how members of a given group have been included or excluded in U.S. society. Understanding such patterns requires consideration of slavery, the discrimination faced by Southern European immigrants, the conquests of American Indians and Mexicans, the relocations of…

Elementary Science Education in Classrooms and Outdoors: Stakeholder Views, Gender, Ethnicity, and Testing

ERIC Educational Resources Information Center

Carrier, Sarah J.; Thomson, Margareta M.; Tugurian, Linda P.; Stevenson, Kathryn Tate

2014-01-01

In this article, we present a mixed-methods study of 2 schools' elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students'…

Beyond Family and Ethnic Culture: Understanding the Preconditions for the Potential Realization of Social Capital

ERIC Educational Resources Information Center

Oseguera, Leticia; Conchas, Gilberto Q.; Mosqueda, Eduardo

2011-01-01

This article extends our conceptual understanding of social capital and school achievement through a comparative race and ethnic approach. Using the National Educational Longitudinal Study (NELS) 1988-1990 panel, this article develops a more comprehensive understanding of school achievement by exploring circumstances, which the authors call…

Academic Adjustment across Middle School: The Role of Public Regard and Parenting

ERIC Educational Resources Information Center

McGill, Rebecca Kang; Hughes, Diane; Alicea, Stacey; Way, Niobe

2012-01-01

In the current longitudinal study, we examined associations between Black and Latino youths' perceptions of the public's opinion of their racial/ethnic group (i.e., public regard) and changes in academic adjustment outcomes across middle school. We also tested combinations of racial/ethnic socialization and parent involvement in academic…

Inter-Ethnic Celebration; A Curriculum and Resource Manual for Elementary School Teachers.

ERIC Educational Resources Information Center

Wei, William

In this manual activities centering around ethnic holidays are provided for use by elementary school teachers within a normal classroom setting. Introductory activities are designed to increase students' awareness of the seasonal nature of celebrations. In addition, the relationship is demonstrated between the values of a people and the content,…

Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity

ERIC Educational Resources Information Center

Quinn, David M.; Cooc, North; McIntyre, Joe; Gomez, Celia J.

2016-01-01

Early studies examining seasonal variation in academic achievement inequality generally concluded that socioeconomic test score gaps grew more over the summer than the school year, suggesting schools served as "equalizers." In this study, we analyze seasonal trends in socioeconomic status (SES) and racial/ethnic test score gaps using…

Ethnic Minority Languages versus Frisian in Dutch Primary Schools: A Comparative Perspective.

ERIC Educational Resources Information Center

Extra, Guus

1989-01-01

Compares the position of ethnic minority languages versus Frisian in Dutch primary schools, and considers the roles of legislation, educational models, minority language usage, language attitudes, pressure groups, teacher quality, instructional materials, and the serious lack of basic research data on the acquisition, use, shift, and loss of…

Ethnic Variation in Service Utilisation among Children with Intellectual Disability

ERIC Educational Resources Information Center

Dura-Vila, G.; Hodes, M.

2009-01-01

Background: This study examined whether service utilisation among children with intellectual disability (ID) varied by ethnic cultural group. Method: Survey carried out in four special schools in London. Information was provided by school teachers using case files, and 242 children aged 7 to 17 years with mild and moderate ID were identified.…

Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps?

ERIC Educational Resources Information Center

Duncan, Greg J.; Magnuson, Katherine A.

2005-01-01

This article considers whether the disparate socioeconomic circumstances of families in which white, black, and Hispanic children grow up account for the racial and ethnic gaps in school readiness among American preschoolers. It first reviews why family socioeconomic resources might matter for children's school readiness. The authors concentrate…

Education of Roma Youth in Hungary: Schools, Identities and Belonging

ERIC Educational Resources Information Center

Dunajeva, Jekatyerina

2017-01-01

Historically, schools have been homogenizing institutions that often disadvantaged people of color and ethnic and religious minorities. In this article I examine Roma education in Hungary, focusing on (re)production of racial identities and the negotiation of ethnic labels. I distinguish two models of education as they relate to ideas of…

Ethnicity and Conflict in Physical Education: A Critique of Carroll and Hollinshead's Case Study.

ERIC Educational Resources Information Center

Siraj-Blatchford, Iram

1993-01-01

Critiques a research study on ethnic and gender differences in a British secondary school physical education program. Discusses problems of small-scale research on race and gender. Concludes that Muslim values appear sexist and oppressive and that school-community cooperation can improve educational opportunities for all children. (CFR)

Social Identity Complexity, Cross-Ethnic Friendships, and Intergroup Attitudes in Urban Middle Schools

ERIC Educational Resources Information Center

Knifsend, Casey A.; Juvonen, Jaana

2014-01-01

This study investigated contextual antecedents (i.e., cross-ethnic peers and friends) and correlates (i.e., intergroup attitudes) of social identity complexity in seventh grade. Social identity complexity refers to the perceived overlap among social groups with which youth identify. Identifying mostly with out-of-school sports, religious…

Different preferences or different opportunities? Explaining race differentials in the academic achievement of friends

PubMed Central

Flashman, Jennifer

2015-01-01

A popular explanation for race and ethnic disparities in academic achievement is that minorities are exposed to different peers and have different opportunities to make friends with high-achievers. Although we know that adolescents from different race and ethnic groups attend different schools and that they choose different friends, we do not know how these different opportunities affect the friends they make. This paper fills this gap by studying how the opportunities within adolescents’ schools affect race and ethnic differences in the academic characteristics of friends. Using data from the National Longitudinal Study of Adolescent Health and the conditional logit and opportunities framework, I account for adolescents’ different opportunities to make friends both within and across schools. Ignoring their different opportunities, Black and Latino adolescents’ nominated friends have significantly lower levels of achievement than white adolescents. After accounting for their different opportunities to make friends within and between schools, race and ethnic differences in the achievement characteristics of friends disappear. If Black and Latino adolescents’ opportunity structures were identical to white adolescents’, their probabilities of nominating high-achieving friends would not differ. PMID:23017858

Increasing Inequality in Physical Activity Among Minnesota Secondary Schools, 2001-2010.

PubMed

Nelson, Toben F; MacLehose, Richard F; Davey, Cynthia; Rode, Peter; Nanney, Marilyn S

2018-05-01

Two Healthy People 2020 goals are to increase physical activity (PA) and to reduce disparities in PA. We explored whether PA at the school level changed over time in Minnesota schools and whether differences existed by demographic and socioeconomic factors. We examine self-reported PA (n = 276,089 students; N = 276 schools) for 2001-2010 from the Minnesota Student Survey linked to school demographic data from the National Center for Education Statistics and the Rural-Urban Commuting Area Codes. We conducted analyses at the school level using multivariable linear regression with cluster-robust recommendation errors. Overall, students who met PA recommendations increased from 59.8% in 2001 to 66.3% in 2010 (P < .001). Large gains in PA occurred at schools with fewer racial/ethnic minority students (0%-60.1% in 2001 to 67.5% in 2010, P < .001), whereas gains in PA were comparatively small at schools with a high proportion of racial/ethnic minority students in 2001 (30%-59.2% in 2001 to 62.7% in 2010). We found increasing inequalities in school-level PA by racial/ethnic characteristics of their schools and communities among secondary school students. Future research should monitor patterns of PA over time and explore mechanisms for patterns of inequality.

Change in Ethnic Identity across the College Transition

ERIC Educational Resources Information Center

Tsai, Kim M.; Fuligni, Andrew J.

2012-01-01

This article examined changes in ethnic identity as a function of college type and residential status and whether differences due to college type could be explained by involvement in extracurricular activities and college ethnic composition. Although no changes in ethnic labeling or belonging were found, there was a normative decrease in ethnic…

A School-Level Proxy Measure for Individual-Level Poverty Using School-Level Eligibility for Free and Reduced-Price Meals.

PubMed

Day, Sophia E; Hinterland, Kinjia; Myers, Christa; Gupta, Leena; Harris, Tiffany G; Konty, Kevin J

2016-03-01

Socioeconomic status (SES) impacts health outcomes. The Youth Risk Behavior Survey (YRBS), like many school-based data sources, lacks individual-level poverty information. We propose using school-level percentages of student eligibility for free/reduced-price meals (%FRPM) as a proxy for individual-level poverty. Using the New York City (NYC) 2009 YRBS, we created school-level poverty quartiles to append to individual YRBS records by ranking schools by %FRPM. We compared this with 2 other school-level poverty measures using students' home and school neighborhood-level poverty and measured the association of these 3 school-level proxies with individual's household income. Last, we evaluated health outcomes by race/ethnicity and poverty to demonstrate the importance of accounting for poverty. The school-level measure that used %FRPM had the strongest association with household income. When the school-level individual poverty proxy was included in illustrative analyses using YRBS data, patterns by poverty within race/ethnicity emerged that were not seen when looking at race/ethnicity alone. Using a poverty measure to analyze school-based data will provide a better understanding of the impact of SES on health outcomes. Based on our evaluation, when individual-level information is not available, we propose using school-level %FRPM, which are publicly available throughout the United States. © 2016, American School Health Association.

Mediators of Racial/Ethnic Disparities in Mentored K Award Receipt Among U.S. Medical School Graduates.

PubMed

Andriole, Dorothy A; Yan, Yan; Jeffe, Donna B

2017-10-01

Mentored K (K01/K08/K23) career development awards are positively associated with physicians' success as independent investigators; however, individuals in some racial/ethnic groups are less likely to receive this federal funding. The authors sought to identify variables that explain (mediate) the association between race/ethnicity and mentored K award receipt among U.S. Liaison Committee for Medical Education-accredited medical school graduates who planned research-related careers. The authors analyzed deidentified data from the Association of American Medical Colleges and the National Institutes of Health Information for Management, Planning, Analysis, and Coordination II grants database for a national cohort of 28,690 graduates from 1997-2004 who planned research-related careers, followed through August 2014. The authors examined 10 potential mediators (4 research activities, 2 academic performance measures, medical school research intensity, degree program, debt, and specialty) of the association between race/ethnicity and mentored K award receipt in models comparing underrepresented minorities in medicine (URM) and non-URM graduates. Among 27,521 graduates with complete data (95.9% of study-eligible graduates), 1,147 (4.2%) received mentored K awards (79/3,341 [2.4%] URM; 1,068/24,180 [4.4%] non-URM). All variables except debt were significant mediators; together they explained 96.2% (95%, CI 79.1%-100%) of the association between race/ethnicity and mentored K award. Research-related activities during/after medical school and standardized academic measures largely explained the association between race/ethnicity and mentored K award in this national cohort. Interventions targeting these mediators could mitigate racial/ethnic disparities in the federally funded physician-scientist research workforce.

Seven-year time trends in energy balance-related behaviours according to educational level and ethnic background among 14-year-old adolescents.

PubMed

Meijerink, Frederika J; van Vuuren, C Leontine; Wijnhoven, Hanneke A H; van Eijsden, Manon

2016-04-01

To assess seven-year time trends in energy balance-related behaviours in 14-year-old adolescents living in an urban area and to examine the influence of educational level and ethnicity on these time trends. Second grade students (mean age 13·6 years) filled in questionnaires about the energy balance-related behaviours of breakfast consumption, fruit and vegetable consumption, physical activity and screen-time behaviour from school years 2006-2007 to 2012-2013. Energy balance-related behaviours were dichotomized and logistic regression analyses were used to examine time trends in healthy energy balance-related behaviours, including interaction terms for educational level and ethnicity. Secondary schools in Amsterdam, the Netherlands. Per school year, 2185-3331 children participated. The total sample included 19 244 students of Dutch, Surinamese, Turkish and Moroccan ethnic background. A significant linear increase was found for positive screen-time behaviour (<2 h/d; OR per year=1·04; 95 % CI 1·03, 1·06). For daily vegetable consumption a non-linear negative trend was observed (school year 2012-2013 v. 2006-2007: OR=0·90; 95 % CI 0·80, 1·00). Time trends in screen time were significantly different across educational levels (P-interaction=0·002) and ethnic backgrounds (P<0·001), as were time trends in daily fruit consumption (P=0·017 and P=0·018, respectively) and, for ethnicity, trends in daily vegetable consumption (P<0·001). The increase in positive screen-time behaviour is a positive finding. However, discouraging screen time and promoting other healthy behaviours, more specifically daily fruit and vegetable consumption, remain important particularly among adolescents enrolled in pre-vocational education and of non-Dutch ethnic background.

The influence of maternal ethnic group and diet on breast milk fatty acid composition.

PubMed

Su, Lin Lin; S K, Thamarai Chelvi; Lim, Su Lin; Chen, Yuming; Tan, Elizabeth A T; Pai, Namratha Narayan; Gong, Yin Han; Foo, Janie; Rauff, Mary; Chong, Yap Seng

2010-09-01

Breast milk fatty acids play a major role in infant development. However, no data have compared the breast milk composition of different ethnic groups living in the same environment. We aimed to (i) investigate breast milk fatty acid composition of three ethnic groups in Singapore and (ii) determine dietary fatty acid patterns in these groups and any association with breast milk fatty acid composition. This was a prospective study conducted at a tertiary hospital in Singapore. Healthy pregnant women with the intention to breastfeed were recruited. Diet profile was studied using a standard validated 3-day food diary. Breast milk was collected from mothers at 1 to 2 weeks and 6 to 8 weeks postnatally. Agilent gas chromatograph (6870N) equipped with a mass spectrometer (5975) and an automatic liquid sampler (ALS) system with a split mode was used for analysis. Seventy-two breast milk samples were obtained from 52 subjects. Analysis showed that breast milk ETA (Eicosatetraenoic acid) and ETA:EA (Eicosatrienoic acid) ratio were significantly different among the races (P = 0.031 and P = 0.020), with ETA being the highest among Indians and the lowest among Malays. Docosahexaenoic acid was significantly higher among Chinese compared to Indians and Malays. No difference was demonstrated in n3 and n6 levels in the food diet analysis among the 3 ethnic groups. Differences exist in breast milk fatty acid composition in different ethnic groups in the same region, although no difference was demonstrated in the diet analysis. Factors other than maternal diet may play a role in breast milk fatty acid composition.

Ethnicity, plasma phospholipid fatty acid composition and inflammatory/endothelial activation biomarkers in the Multi-Ethnic Study of Atherosclerosis (MESA).

PubMed

Steffen, B T; Steffen, L M; Tracy, R; Siscovick, D; Jacobs, D; Liu, K; He, K; Hanson, N Q; Nettleton, J A; Tsai, M Y

2012-05-01

It has been recognized that certain long-chain polyunsaturated fatty acids (LC-PUFAs) are involved in inflammation and its resolution. It has also been shown that ethnicity may be a factor in affecting systemic inflammation, and limited evidence suggests it may influence plasma LC-PUFA composition. Given the links among these three factors, we aim to determine ethnicity-based differences in plasma LC-PUFA composition among White, Black, Hispanic and Chinese participants, and whether such differences contribute to variations in markers of inflammation and endothelial activation in a sub-cohort of the Multi-Ethnic Study of Atherosclerosis (MESA). Plasma phospholipid LC-PUFAs levels (%) were determined in 2848 MESA participants using gas chromatography-flame ionization detection. Enzyme immunoassays determined inflammatory markers levels for high-sensitivity C-reactive protein (n=2848), interleukin-6 (n=2796), soluble tumor necrosis factor-α receptor type 1 (n=998), and endothelial activation markers soluble intercellular adhesion molecule-1 (n=1192) and soluble E-selectin (n=998). The modifying influence of ethnicity was tested by linear regression analysis. Chinese adults were found to have the highest mean levels of plasma eicosapentaenoic acid (EPA, 1.24%) and docosahexaenoic acid (DHA, 4.95%), and the lowest mean levels of γ-linolenic (0.10%), dihomo-γ-linolenic (DGLA, 2.96%) and arachidonic (10.72%) acids compared with the other ethnicities (all P ≤ 0.01). In contrast, Hispanics had the lowest mean levels of plasma EPA (0.70%) and DHA (3.49%), and the highest levels of DGLA (3.59%; all P ≤ 0.01). Significant differences in EPA and DHA among ethnicities were attenuated following adjustment for dietary non-fried fish and fish oil supplementation. Ethnicity did not modify the associations of LC-PUFAs with markers of inflammation or endothelial activation (all P (interaction)>0.05). The absence of a modifying effect of ethnicity indicates that the putative benefits of LC-PUFAs with respect to inflammation are pan-ethnic. Future longitudinal studies may elucidate the origin(s) of ethnicity-based differences in LC-PUFA composition and whether certain patterns, that is, high plasma levels of DGLA and low levels of EPA/DHA, contribute to inflammation-associated health outcomes.

Proximity of food retailers to schools and rates of overweight ninth grade students: an ecological study in California

PubMed Central

2011-01-01

Background The prevalence of obesity and overweight in youth has increased dramatically since the 1980s, and some researchers hypothesize that increased consumption of low-nutrient, energy-dense foods is a key contributor. The potential importance of food retailers near schools has received increasing attention, but public health research and policy has focused primarily on fast food restaurants. Less is known about the relationship between overweight/obesity and other types of retailers. This study aims to investigate the potential associations between nearby 1) fast food restaurants, 2) convenience stores, and 3) supermarkets, and rates of overweight students in California schools. Methods We examined the rate of overweight ninth grade students in public schools in 2007 using linear regression. The percentage of overweight students per school was determined by a state required physical fitness test, with three different options for measuring individual body composition. Our key independent variables were the presence of three different types of retailers within 800 m network buffers of the schools. Additional independent variables included school ethnic, gender and socioeconomic composition, as well as urban/non-urban location. We obtained the data from the California Department of Education and ESRI, Inc. Results The presence of a convenience store within a 10-minute walking distance of a school was associated with a higher rate of overweight students than schools without nearby convenience stores, after controlling for all school-level variables in the regression (1.2%, 95% confidence interval 0.03, 2.36). Nearby fast food restaurants and supermarkets, however, were not associated with school rates of overweight students. Conclusions Public health researchers and policy-makers interested in the food environments outside schools should expand their recent focus on nearby fast food restaurants to include convenience stores, which may also be important sources of low-nutrient, energy-dense foods for students. PMID:21281492

Proximity of food retailers to schools and rates of overweight ninth grade students: an ecological study in California.

PubMed

Howard, Philip H; Fitzpatrick, Margaret; Fulfrost, Brian

2011-01-31

The prevalence of obesity and overweight in youth has increased dramatically since the 1980s, and some researchers hypothesize that increased consumption of low-nutrient, energy-dense foods is a key contributor. The potential importance of food retailers near schools has received increasing attention, but public health research and policy has focused primarily on fast food restaurants. Less is known about the relationship between overweight/obesity and other types of retailers. This study aims to investigate the potential associations between nearby 1) fast food restaurants, 2) convenience stores, and 3) supermarkets, and rates of overweight students in California schools. We examined the rate of overweight ninth grade students in public schools in 2007 using linear regression. The percentage of overweight students per school was determined by a state required physical fitness test, with three different options for measuring individual body composition. Our key independent variables were the presence of three different types of retailers within 800 m network buffers of the schools. Additional independent variables included school ethnic, gender and socioeconomic composition, as well as urban/non-urban location. We obtained the data from the California Department of Education and ESRI, Inc. The presence of a convenience store within a 10-minute walking distance of a school was associated with a higher rate of overweight students than schools without nearby convenience stores, after controlling for all school-level variables in the regression (1.2%, 95% confidence interval 0.03, 2.36). Nearby fast food restaurants and supermarkets, however, were not associated with school rates of overweight students. Public health researchers and policy-makers interested in the food environments outside schools should expand their recent focus on nearby fast food restaurants to include convenience stores, which may also be important sources of low-nutrient, energy-dense foods for students.

Teaching Students from Other Cultures: An Exploration of Language Teachers' Experiences with Ethnic Minority Students

ERIC Educational Resources Information Center

Gu, Mingyue

2018-01-01

This article reports on a qualitative study investigating a group of novice ESL teachers' teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with…

The Role of Ethnic Contact in Facilitating Interactions between Minority and Han College Students

ERIC Educational Resources Information Center

Chenghai, Gao

2017-01-01

At a multiethnic school in the northwest region, the author chose 670 minority and Han college students as study subjects and investigated the relationships among the three variables of ethnic contact, implicit ethnic theories (essentialism vs. constructivism), and attitudes on interaction. The study results show that ethnic contact can facilitate…

The Flow of Ethnicity: Voices of Diverse High School Youth.

ERIC Educational Resources Information Center

Davidson, Ann Locke; And Others

This paper considers whether ethnicity is a social construction that is constantly being recreated in a nexus of shifting social relations rather than a set of perceptions and behaviors that remain constant and stem from a youth's membership in an ethnic group. Student responses about ethnicity from a larger study of student role and engagement in…

The Link between Classroom Ethnic Diversity and Civic Attitudes in England, Sweden and Germany. Research Briefing No. 75

ERIC Educational Resources Information Center

Janmaat, Jan Germen

2014-01-01

There is a widespread belief in educational circles that ethnically mixed schools contribute to inter-ethnic tolerance and community cohesion by making sustained inter-ethnic contact possible. This research explores the relation between classroom ethno-racial diversity and civic attitudes in England, Sweden and Germany using data from the…

School-Level Correlates of Adolescent Tobacco, Alcohol and Marijuana Use

PubMed Central

Hill, Danielle; Mrug, Sylvie

2016-01-01

Background School-level characteristics are related to students’ substance use, but little research systematically examined multiple school characteristics in relation to different types of substance use across grade levels. Objectives This study examines multiple school-level characteristics as correlates of students’ tobacco, alcohol, marijuana, and combined substance use across three grade levels. Methods Students (N = 23,615) from 42 urban and suburban middle schools and 24 high schools in the U.S. reported on their tobacco, alcohol, and marijuana use. Students’ mean age was 14 years; 47% were male, 53% African American and 41% Caucasian. School-level data included poverty, racial composition, academic achievement, student-teacher ratio, absenteeism, and school size. Multilevel logistic and Poisson regressions tested associations between school-level predictors and adolescent substance use in middle school, early high school and late high school. Results School-level poverty, more ethnic minority students, low achievement, and higher absenteeism were related to alcohol, marijuana and combined substance use, particularly at lower grade levels. By contrast, cigarette smoking was more prevalent in more affluent high schools with more White students. After adjusting for other school characteristics, absenteeism emerged as the most consistent predictor of student substance use. Conclusions/Importance Interventions addressing absenteeism and truancy in middle and high schools may help prevent student substance use. Schools serving poor, urban, and mostly minority students may benefit from interventions targeting alcohol and marijuana use, whereas interventions focusing on tobacco use prevention may be more relevant for schools serving more affluent and predominantly White students. PMID:26584423

Effects of classroom education on knowledge and attitudes regarding organ donation in ethnically diverse urban high schools

PubMed Central

Cárdenas, Vicky; Thornton, John Daryl; Wong, Kristine A.; Spigner, Clarence; Allen, Margaret D.

2010-01-01

School-based health education is a promising approach for improving organ donation rates, but little is known about its efficacy among ethnically diverse youth. The impact of a classroom intervention was examined in a multicultural high school population where students’ ethnicities were 45% African American, 30% Asian American, and 33% Caucasian (allowing for multiracial choices). A baseline survey was administered to all health classes within 2 weeks prior to intervention. On the intervention day, classes randomly assigned to the intervention group received an educational session, followed by a second survey; in control classes, the second survey was taken before the educational session. At baseline, non-Caucasian ethnicity and male gender were each associated with lower levels of willingness to donate. Following the intervention, students in the intervention group demonstrated a significant increase in knowledge scores (p<0.001), as well as positive movement of opinion regarding willingness to donate (p<0.0001). Most importantly, the positive changes in opinion occurred independently of ethnicity and gender, in spite of these both being negative predictors of opinion at baseline. These results demonstrate that even a single classroom exposure can impact knowledge levels, correct misinformation, and effect opinion change on organ donation among an ethnically diverse adolescent population. PMID:20088915

Fast-food outlets and walkability in school neighbourhoods predict fatness in boys and height in girls: a Taiwanese population study.

PubMed

Chiang, Po-Huang; Wahlqvist, Mark L; Lee, Meei-Shyuan; Huang, Lin-Yuan; Chen, Hui-Hsin; Huang, Susana Tzy-Ying

2011-09-01

There is increasing evidence that the school food environment contributes to childhood obesity and health in various locations. We investigated the influence of fast-food stores and convenience food stores (FS and CS, respectively) on growth and body composition in a range of residential densities for North-east Asian food culture. Anthropometrics and birth weight of schoolchildren were obtained. Geocoded mapping of schools and food outlets was conducted. Multivariable linear regression models, adjusted for father's ethnicity and education, as well as for household income, pocket money, birth weight, physical activity, television watching, food quality and region, were used to predict body composition from school food environments. Elementary schools and school neighbourhoods in 359 townships/districts of Taiwan. A total of 2283 schoolchildren aged 6-13 years from the Elementary School Children's Nutrition and Health Survey in Taiwan conducted in 2001-2002. Remote and socially disadvantaged locations had the highest prevalence of lower weight, BMI, waist circumference and triceps skinfold thickness. Food store densities, FS and CS, were highest in urban Taiwan and lowest in remote Taiwan. In the fully adjusted models, FS densities predicted weight and BMI in boys; there was a similar association for waist circumference, except when adjusted for region. FS densities also predicted height for girls. Except for weight and BMI in boys, CS did not have effects evident with FS for either boys or girls. A high FS density, more than CS density, in Taiwan increased the risk of general (BMI) and abdominal (waist circumference) obesity in boys and stature in girls. These findings have long-term implications for chronic disease in adulthood.

Health-behaviour inequalities among Russian and ethnic majority school-aged children in the Baltic countries.

PubMed

Sumskas, Linas; Zaborskis, Apolinaras; Aasvee, Katrin; Gobina, Inese; Pudule, Iveta

2012-08-01

The main aim of this paper was to investigate whether ethnic heath inequalities exist in self-rated health and risk-taking behaviours (smoking, drunkenness, use of cannabis) between ethnic majority (Estonian, Latvian, Lithuanian) and minority (Russian) population groups of school-aged children in three Baltic countries. Investigation was carried out in the framework of Health Behaviour in School-aged Children (HBSC) study. Randomly selected students aged 11, 13, and 15 years answered questionnaires in the classroom in 2006. In total, 14,354 questionnaire forms were selected for analysis. Russian boys were more likely (p<0.05) to evaluate their self-rated health positively in schools with Russian teaching language. Odd ratios for current smoking and drunkenness were significantly lower among Russian boys in the schools with Russian language of instruction (p<0.05) in comparison with the reference group. Russian girls did not differ significantly (the exceptions were smoking in Estonia and cannabis use in Latvia) from the majority population girls by self-rated health as well as by the risk of smoking, drunkenness, and use of cannabis. The study found some differences in self-rated health and in risk-taking behaviours between Russian minority and ethnic majority students as well as between students of schools with different language of instruction (majority language vs. Russian) in Estonia, Latvia, and Lithuania. Being a member of minority group was not related with poor self-rated health or involvement in risk-taking behaviours in school-aged children in the Baltic countries.

Attrition among Women and Minorities in Earth and Space Science (ESS) Graduate Programs

NASA Astrophysics Data System (ADS)

Alexander, C. J.; Hawthorne, C.; Allen, W. R.; Alvarez, R.; Geisler, J.

2001-05-01

Recent data collected by the American Geological Institute (AGI) indicates that the rate of enrollment of ethnic minorities in the geosciences has steadily declined since the 1980's, and in that time the number of geoscience degrees awarded to ethnic minorities has been fairly steady at less than 1%. Data from the National Science Foundation suggests that only 43 of 186 Universities offering an ESS program have ever graduated an ethnic minority in the history of their program. Factors contributing to these abysmal figures differ for different ethnic-minority groups. We will address institutional obstacles to graduate learning which result in above-normal attrition of ethnic-minorities in ESS graduate programs. The recent studies show an attrition rate of 70% among African American males in ESS graduate programs, while among Hispanic females the attrition rate is only 3%. Studies by sociologists have recently shown that some law schools and medical schools have traits in common with these geoscience departments in the rates at which degrees are awarded to ethnic minorities. Institutional barriers encountered by ethnic minorities in graduate schools may take many forms, but can also be as simple as a lack of community support. In the 1990's the California Institute of Technology (Caltech) made a commitment to the retention of women in their graduate and undergraduate schools. Their program included mentoring, focussed tutoring, self-esteem support groups, and other retention efforts. Under this program, the attrition rate of women has dramatically slowed. In this paper, we will discuss the AGI data, the program instituted by Caltech, possible causes of attrition among populations of Hispanic, and African American males and females, as well as potential programs to address these problems. We will also present, from the nationwide study, data on geoscience departments which have been relatively successful at retaining and graduating ethnic minorities in Earth and Space Sciences. The AGI Report on the Status of [U.S.] Academic Geoscience Departments is available online at the URL listed below.

Racial/Ethnic and Gender Equity Patterns in Illinois High School Career and Technical Education Coursework

ERIC Educational Resources Information Center

Hamilton, Asia Fuller; Malin, Joel; Hackmann, Donald

2015-01-01

This study analyzed high school Career and Technical Education (CTE) enrollments in Illinois, with comparisons to national data when possible, by career cluster and pathway and with respect to gender and racial/ethnic makeup of students. Enrollment patterns in Science, Technology, Engineering, and Math (STEM) CTE programming were emphasized.…

Further Evidence of an Engagement-Achievement Paradox among U.S. High School Students

ERIC Educational Resources Information Center

Shernoff, David J.; Schmidt, Jennifer A.

2008-01-01

Achievement, engagement, and students' quality of experience were compared by racial and ethnic group in a sample of students (N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported…

Minding the Gaps in Absenteeism: Disparities in Absenteeism by Race/Ethnicity, Poverty and Disability

ERIC Educational Resources Information Center

Gee, Kevin A.

2018-01-01

Children from certain racial and ethnic minority backgrounds, in poverty, and/or with a disability, often face distinct challenges in attending school, leading them to miss more school relative to their non-minority, more socio-economically advantaged and non-disabled peers. This brief describes these disparities in absenteeism in the US,…

School-Based Health Centers and Adolescent Substance Use: Moderating Effects of Race/Ethnicity and Socioeconomic Status

ERIC Educational Resources Information Center

Bersamin, Melina; Paschall, Mallie J.; Fisher, Deborah A.

2017-01-01

Background: School-based health centers (SBHCs) have been associated with many positive health and academic outcomes. The current study extends previous research and examines possible differences in the association between SBHC exposure and adolescent alcohol, tobacco, and other drug use by race/ethnicity, sex, and socioeconomic status (SES).…

Intergroup Attitudes of European American Children Attending Ethnically Homogeneous Schools

ERIC Educational Resources Information Center

McGlothlin, Heidi; Killen, Melanie

2006-01-01

Intergroup attitudes were assessed in European American 1st-grade (M=6.99 years, SD=0.32) and 4th-grade (M=10.01 years, SD=0.36) children (N=138) attending ethnically homogeneous schools to test hypotheses about racial biases and interracial friendships. An Ambiguous Situations Task and an Intergroup Contact Assessment were administered to all…

Evaluation of a Kindergarten Diagnostic Assessment Instrument by Gender and Ethnicity.

ERIC Educational Resources Information Center

Miller-Whitehead, Marie

Prekindergarten students (n=1,137) in an ethnically and socioeconomically diverse urban public school took a kindergarten diagnostic assessment in September prior to entry into the regular kindergarten program. The assessment was a pilot version of a longer instrument that had been used at the school for several years. Results were used for…

The Culture Project: Diasporic Negotiations of Ethnicity, Identity and Culture among Teachers, Pupils and Parents in Chinese Language Schools

ERIC Educational Resources Information Center

Archer, Louise; Francis, Becky; Mau, Ada

2010-01-01

Notions of culture, ethnicity and identity are highly political (and also personally meaningful) issues within diasporic communities. Complementary schools are particularly interesting sites in this respect, as they are often set up with an explicit cultural agenda of "preserving" or "maintaining" "traditional" culture and language within…

American High School Students from Different Ethnic Backgrounds: The Role of Parents and the Classroom in Achievement Motivation

ERIC Educational Resources Information Center

Kim, Jung-In

2015-01-01

The purpose of this study was to investigate the relationships between ethnically diverse US high school students' (N = 331) perceptions of their parents' or classroom's motivating factors and their achievement motivation in their math class, connecting achievement goal orientation and self-determination theories. Two hypothesized path models were…

Peer Group Ethnic Diversity and Social Competencies in Youth Attending Rural Middle Schools

ERIC Educational Resources Information Center

Williams, Joanna L.; Hamm, Jill V.

2018-01-01

This study examines concurrent and short-term longitudinal (i.e., academic year) relations between peer network racial/ethnic diversity and indicators of social and academic competence in a sample of African American, Latino, Native American, and White sixth-grade students attending rural schools (N = 481; 50% female). Results from two-level…

Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness above Preschool Classroom Quality

ERIC Educational Resources Information Center

Sabol, Terri J.; Bohlmann, Natalie L.; Downer, Jason T.

2018-01-01

This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low-income, racially/ethnically diverse 4-year-old children in 49 preschool…

The Relationships among Achievement, Low Income, and Ethnicity in Washington State--A Second Look. Technical Report

ERIC Educational Resources Information Center

Abbott, Martin; Hart, Christopher; Lybrand, Jasmine; Nouri, Leila

2009-01-01

The purpose of this report is to discuss the continuing difficulties school leaders and students face as they grapple with the "achievement gap" among students of different ethnic and socio-economic backgrounds. Several years ago, researchers at the Washington School Research Center sought to evaluate the "unique contribution of low…

Mobilizing Ethnic Equality in Admissions to Schools: Litigation, Politics, and Educational Change

ERIC Educational Resources Information Center

Perry-Hazan, Lotem; Perelstain, Oshrat

2018-01-01

This study explores the impact of litigation on the mobilization of ethnic equality in the admission to Haredi (ultra-Orthodox) schools in Israel, and examines the socio-political mechanisms that have shaped this impact. It uses a case-study approach and draws on an analysis of documents and interviews. The findings confirm the conclusions of…

Differences in Body Fat of British Children from Various Ethnic Groups

ERIC Educational Resources Information Center

Duncan, Michael J.; Woodfieldand, Lorayne; Al-Nakeeb, Yahya

2004-01-01

This study assessed the percent body fatness of British secondary school children and examined any variation in fatness according to school year, gender and ethnicity. 782 children aged 11 to 14 participated in the study. Body fatness was assessed using skinfold measures and obesity was classified using child-specific cut-off points. Results from…

The Geography of Racial/Ethnic Test Score Gaps. CEPA Working Paper No. 16-10

ERIC Educational Resources Information Center

Reardon, Sean F.; Kalogrides, Demetra; Shores, Ken

2017-01-01

We estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and reading tests administered to public school students from 2009-2013. We show that achievement gaps vary substantially, ranging from nearly 0 in…

Ethnicity, Gender, Deprivation and Low Educational Attainment in England: Political Arithmetic, Ideological Stances and the Deficient Society

ERIC Educational Resources Information Center

Parsons, Carl

2016-01-01

Attainment data on England's school pupils are more extensive in coverage, detail, quantity, accessibility and of higher quality than monitoring statistics routinely available in other European countries. These data facilitate investigation of low attainment in England's schools and its relationship to ethnicity, gender and poverty. This article…

Do Gender and Ethnicity Affect Civic Engagement and Academic Progress? Working Paper 53

ERIC Educational Resources Information Center

Davila, Alberto; Mora, Marie T.

2007-01-01

Using panel data from the National Education Longitudinal Study of 1988 (NELS), the authors first analyze how civic engagement (measured in terms of community service and participation in student government) undertaken at the high school level varies across race/ethnicity and gender. The findings indicate that female high school students tend to…

Public Ethnic Regard and Academic Adjustment among Latino Adolescents

ERIC Educational Resources Information Center

Rivas-Drake, Deborah

2011-01-01

This study examined whether Latino adolescents' perceptions of personal support vis-a-vis those of ethnic regard by adults at school differentially relate to academic outcomes. Data were drawn from a sample of 156 Latino students (age M = 16.17, SD = 1.27; 61% girls, 39% boys) attending an urban high school. As expected, youth who perceived more…

Meritocracy, Deficit Thinking and the Invisibility of the System: Discourses on Educational Success and Failure

ERIC Educational Resources Information Center

Clycq, Noel; Nouwen, M. A. Ward; Vandenbroucke, Anneloes

2014-01-01

Socio-ethnic stratification and segregation processes present in Flemish society are reflected in the everyday school environment. Pupils with a different socio-ethnic background than the dominant majority and middle class seem to be confronted with a lot of difficulties in this school system. The dominant meritocratic discourse frequently applies…

Nonmarital Fertility, Family Structure, and the Early School Achievement of Young Children from Different Race/Ethnic and Immigration Groups

ERIC Educational Resources Information Center

Crosnoe, Robert; Wildsmith, Elizabeth

2011-01-01

Working from a life course perspective, this study examined the links between mothers' fertility and relationship statuses and children's early school achievement and how these links varied by race/ethnicity and immigration status. Analyses of nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Cohort revealed…

Tackling Underachievement of Learners from Ethnic Minorities: A Comparison of Recent Policies of School Improvement in Germany, England and Switzerland

ERIC Educational Resources Information Center

Gomolla, Mechtild

2006-01-01

Over the past few decades, in many western countries with large immigrant populations, inequalities in education relating to ethnic background have increased. Interventions traditionally consist of selective compensatory arrangements that focus on instruction in the second language--especially in early stages of schooling--and the treatment of…

Promoting Intercultural Understanding among School Students through an English Language Based Reading Programme

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar; Marsani, Fatin Najwa Amelia binti; Jaganathan, Paramaswari; Abdullah, Ahmad Sofwan Nathan; Karupiah, Premalatha

2016-01-01

Malaysian intercultural society is typified by three major ethnic groups mainly Malays, Chinese and Indians. Although education system is the best tool for these three major ethnic groups to work together, contemporary research reveals that there is still lack of intercultural embedding education context and national schools are seen as breeding…

Creating a Multicultural Curriculum in Han-Dominant Schools: The Policy and Practice of Ethnic Solidarity Education in China

ERIC Educational Resources Information Center

Zhang, Donghui; Chen, Lipeng

2014-01-01

In response to the recent heightened interethnic conflicts that were regarded as threatening national unity and stability, the Chinese government issued "ethnic solidarity education" as a top-down, centrally administered mandate to be implemented "correctly" and in a standardised way by schools throughout China. This paper…

Fitness level and body composition indices: cross-sectional study among Malaysian adolescent

PubMed Central

2014-01-01

Background The importance of fitness level on the well-being of children and adolescent has long been recognised. The aim of this study was to investigate the fitness level of school-going Malaysian adolescent, and its association with body composition indices. Methods 1071 healthy secondary school students participated in the fitness assessment for the Malaysian Health and Adolescents Longitudinal Research Team (MyHEART) study. Body composition indices such as body mass index for age, waist circumference and waist height ratio were measured. Fitness level was assessed with Modified Harvard Step Test. Physical Fitness Score was calculated using total time of step test exercise and resting heart rates. Fitness levels were divided into 3 categories - unacceptable, marginally acceptable, and acceptable. Partial correlation analysis was used to determine the association between fitness score and body composition, by controlling age, gender, locality, ethnicity, smoking status and sexual maturation. Multiple regression analysis was conducted to determine which body composition was the strongest predictor for fitness. Results 43.3% of the participants were categorised into the unacceptable fitness group, 47.1% were considered marginally acceptable, and 9.6% were acceptable. There was a significant moderate inverse association (p < 0.001) between body composition with fitness score (r = -0.360, -0.413 and -0.403 for body mass index for age, waist circumference and waist height ratio, respectively). Waist circumference was the strongest and significant predictor for fitness (ß = -0.318, p = 0.002). Conclusion Only 9.6% of the students were fit. There was also an inverse association between body composition and fitness score among apparently healthy adolescents, with waist circumference indicated as the strongest predictor. The low fitness level among the Malaysian adolescent should necessitate the value of healthy lifestyle starting at a young age. PMID:25436933

Fitness level and body composition indices: cross-sectional study among Malaysian adolescent.

PubMed

Hanifah, Redzal Abu; Majid, Hazreen Abdul; Jalaludin, Muhammad Yazid; Al-Sadat, Nabilla; Murray, Liam J; Cantwell, Marie; Su, Tin Tin; Nahar, Azmi Mohamed

2014-01-01

The importance of fitness level on the well-being of children and adolescent has long been recognised. The aim of this study was to investigate the fitness level of school-going Malaysian adolescent, and its association with body composition indices. 1071 healthy secondary school students participated in the fitness assessment for the Malaysian Health and Adolescents Longitudinal Research Team (MyHEART) study. Body composition indices such as body mass index for age, waist circumference and waist height ratio were measured. Fitness level was assessed with Modified Harvard Step Test. Physical Fitness Score was calculated using total time of step test exercise and resting heart rates. Fitness levels were divided into 3 categories - unacceptable, marginally acceptable, and acceptable. Partial correlation analysis was used to determine the association between fitness score and body composition, by controlling age, gender, locality, ethnicity, smoking status and sexual maturation. Multiple regression analysis was conducted to determine which body composition was the strongest predictor for fitness. 43.3% of the participants were categorised into the unacceptable fitness group, 47.1% were considered marginally acceptable, and 9.6% were acceptable. There was a significant moderate inverse association (p < 0.001) between body composition with fitness score (r = -0.360, -0.413 and -0.403 for body mass index for age, waist circumference and waist height ratio, respectively). Waist circumference was the strongest and significant predictor for fitness (ß = -0.318, p = 0.002). Only 9.6% of the students were fit. There was also an inverse association between body composition and fitness score among apparently healthy adolescents, with waist circumference indicated as the strongest predictor. The low fitness level among the Malaysian adolescent should necessitate the value of healthy lifestyle starting at a young age.

[Prevalence of asthma in Tepehuano and Mestizo school children from Durango, Mexico].

PubMed

Esquivel, Cosme Alvarado; Pérez, Vicente Cisneros; Arredondo, Domingo Moreno; Iturbide, María Sandoval; Hernández, Albertino de la Rosa; Arellano, Andrés González

2008-01-01

There is a lack of information concerning the prevalence of asthma among ethnic groups of Mexico. Therefore, we sought to determine the prevalence of asthma in school children of two ethnic groups (Tepehuanos and Mestizos) of Durango state, Mexico. To determine the prevalence of asthma in school children from two ethnic groups of Durango, Mexico. Four hundred and eight school children of Mestizo ethnicity and all 327 school children of Tepehuano ethnicity of the whole Tepehuano region of Durango state participated in the study. All children or their parents submitted the ISAAC questionnaire. For Tepehuano population a translator helped in submitting the questionnaires. Confirmation of asthma was performed by clinical examination, skin prick tests, and spirometry. Thirty two (7.8%; 95% CI: 5.5-10.8) Mestizo children and twelve (3.7%; 95% CI 2.0-6.2) Tepehuano children were found as suggestive of suffering from asthma (wheeze ever) by using the ISAAC questionnaire and were further evaluated by clinical examination, skin prick test, and in some cases by spirometry. Asthma was confirmed in 30 (7.4%; 95% CI 5.1-10.2) of the Mestizo children but in none of the Tepehuano children (p < 0.001). Asthma in Mestizo children was associated with a mother or tutor who smokes at home (OR = 3.35; 95% CI: 1.48-7.59; p = 0.002). There was an absence of asthma cases among the Tepehuano school children population of Durango state, Mexico. The prevalence of asthma in our Mestizo children population is low compared to those reported in other Latin American countries. A mother or tutor who smokes at home might be a contributing factor of asthma in our Mestizo children.

Dysmenorrhea in a multiethnic population of adolescent Asian girls.

PubMed

Wong, Li Ping; Khoo, Ee Ming

2010-02-01

To determine the prevalence of dysmenorrhea, its impact, and the treatment-seeking behavior of adolescent Asian girls. A cross-sectional study with 1092 girls from 15 public secondary schools and 3 ethnic groups in the Federal Territory of Kuala Lumpur, Malaysia. Overall, 74.5% of the girls who had reached menarche had dysmenorrhea; 51.7% of these girls reported that it affected their concentration in class; 50.2% that it restricted their social activities; 21.5% that it caused them to miss school; and 12.0% that it caused poor school performance. Ethnicity and form at school were significantly associated with the poor concentration, absenteeism, and restriction of social and recreational activities attributed to dysmenorrhea. Only 12.0% had consulted a physician, and 53.3% did nothing about their conditions. There were ethnic differences in the prevalence, impact, and management of dysmenorrhea. There is a need for culture-specific education regarding menstruation-related conditions in the school curriculum. Copyright 2009 Elsevier Ireland Ltd. All rights reserved.

Peer harassment, school connectedness, and academic achievement.

PubMed

Eisenberg, Marla E; Neumark-Sztainer, Dianne; Perry, Cheryl L

2003-10-01

This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and "B" students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy.

Minneapolis Multi-Ethnic Curriculum Development Teacher's Guide.

ERIC Educational Resources Information Center

Tipple, Bruce E.; Whitehead, Pamela

The teacher's guide describes learning activities and teaching methods for the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. It is divided into eight sections. Section I lists knowledge generalizations and important concepts for each section. The remaining seven sections are entitled ethnicity, migration, acculturation, ethnic…

Teaching about Ethnic Heritage: More than Costumes and Unusual Food.

ERIC Educational Resources Information Center

Pang, Valerie Ooka

1988-01-01

Multicultural education, at least in elementary school, should represent a balance between our national identity as Americans and our diverse ethnic heritage, fostering respect for the contributions of different ethnic groups. A unit on the Underground Railroad and Black courage is included. (MT)

General and Ethnic-Biased Bullying Among Latino Students: Exploring Risks of Depression, Suicidal Ideation, and Substance Use.

PubMed

Cardoso, Jodi Berger; Szlyk, Hannah Selene; Goldbach, Jeremy; Swank, Paul; Zvolensky, Michael J

2017-05-10

Using a cross-sectional sample of 534 Latino students from middle and high schools in a large North Carolina school district, we examined the relation of general and ethnic-biased bullying to depression and the indirect pathways through depression to suicidal ideation and substance use outcomes. A structural equation model tested the direct and indirect paths. The final model fit was excellent, χ 2 (90) = 127.6, p = .0056, RMSEA = 0.028, CFI = 0.974, TLI = 0.961. Ethnic-biased and verbal or relational bullying had a direct effect on depression, but general and physical bullying did not. Indirect effects through depression were found for ethnic-biased and verbal or relational bullying in relation to suicidal ideation, alcohol, and illicit drug use. Child nativity was marginally associated with ethnic-biased bullying, indicating foreign-born students may experience greater ethnic-biased bullying. Implications for future research and bullying prevention are discussed.

Ethnic Differences in Trajectories of Depressive Symptoms: Disadvantage in Family Background, High School Experiences, and Adult Characteristics

ERIC Educational Resources Information Center

Walsemann, Katrina M.; Gee, Gilbert C.; Geronimus, Arline T.

2009-01-01

Although research investigating ethnic differences in mental health has increased in recent years, we know relatively little about how mental health trajectories vary across ethnic groups. Do these differences occur at certain ages but not others? We investigate ethnic variation in trajectories of depressive symptoms, and we examine the extent to…

Children's Cross-Ethnic Relationships in Elementary Schools: Concurrent and Prospective Associations between Ethnic Segregation and Social Status

ERIC Educational Resources Information Center

Wilson, Travis M.; Rodkin, Philip C.

2013-01-01

This study examined whether ethnic segregation is concurrently (fall) and prospectively (fall to spring) associated with social status among 4th- and 5th-grade African American and European American children ("n" = 713, ages 9-11 years). Segregation measures were (a) same-ethnicity favoritism in peer affiliations and (b) cross-ethnicity…

Contradictions of Adolescent Self-Construal: Examining the Interaction of Ethnic Identity, Self-Efficacy and Academic Achievement

ERIC Educational Resources Information Center

Booth, Margaret Zoller; Abercrombie, Sara; Frey, Christopher J.

2017-01-01

This research examines the relationship between ethnicity, ethnic identity, self-efficacy, and academic achievement within a multi-ethnic mid-sized city in the US Midwest. Utilizing a mixed-methods approach, middle and high school adolescents (Fall, N = 482; Spring, N = 392) were surveyed and interviewed over the course of one year to investigate…

Ethnic Heritage in America, Teacher's Manual: Curriculum Materials in Elementary School Social Studies on Greeks, Jews, Lithuanians, and Ukrainians.

ERIC Educational Resources Information Center

Chicago Consortium for Inter-Ethnic Curriculum Development, IL.

The teacher's manual accompanies the Ethnic Heritage in America curriculum materials for elementary-level social studies. First, the manual presents a background discussion of the materials. The materials resulted from an ethnic education project based on a course for teachers on Community Policies in Ethnic Education at the University of Illinois…

Understanding academic attitudes and achievement in mexican-origin youths: ethnic identity, other-group orientation, and fatalism.

PubMed

Guzmán, Michele R; Santiago-Rivera, Azara L; Hasse, Richard F

2005-02-01

This study tested the relationships among ethnic identity, other-group orientation, fatalism, and 2 dependent variables: attitude toward education and school, and grade point average (GPA). Mexican-origin adolescents (N = 222) completed the Multigroup Ethnic Identity Measure (J. S. Phinney, 1992), the fatalism scale of the Multiphasic Assessment of Cultural Constructs-Short Form (I. Cuellar, B. Arnold, & G. Gonzalez, 1995), and the attitude scale of the Learning and Study Strategies Inventory-High School (C. E. Weinstein & D. R. Palmer, 1990a). Other-group orientation was positively related to attitude and GPA, and a negative relationship between fatalism and attitude was demonstrated. No relationship emerged between ethnic identity and the dependent variables. ((c) 2005 APA, all rights reserved).

Accounting for racial/ethnic variation in bone mineral content and density: the competing influences of socioeconomic factors, body composition, health and lifestyle, and circulating androgens and estrogens.

PubMed

Travison, T G; Chiu, G R; McKinlay, J B; Araujo, A B

2011-10-01

The relative importance of various contributors to racial/ethnic variation in BMC/BMD is not established. Using population-based data, we determined that body composition differences (specifically skeletal muscle and fat mass) are among the strongest contributors to these variations. Racial/ethnic variation in fracture risk is well documented, but the mechanisms by which such heterogeneity arises are poorly understood. We analyzed data from black, Hispanic, and white men enrolled in the Boston Area Community Health/Bone (BACH/Bone) Survey to determine the contributions of risk factors to racial/ethnic differences in bone mineral content (BMC) and density (BMD). In a population-based study, BMC, BMD, and body composition were ascertained by DXA. Socioeconomic status, health history, and dietary intake were obtained via interview. Hormones and markers of bone turnover were obtained from non-fasting blood samples. Multivariate analyses measured percentage reductions in estimated racial/ethnic differences in BMC/BMD, accompanying the successive removal of covariates from linear regression models. Black men demonstrated greater BMC than their Hispanic and white counterparts. At the femoral neck, adjustment for covariables was sufficient to reduce these differences by 46% and 35%, respectively. While absolute differences in BMC were smaller at the distal radius than femoral neck, the proportionate reductions in racial/ethnic differences after covariable adjustment were comparable or greater. Multivariate models provided evidence that lean and fat mass, serum 25(OH)D, osteocalcin, estradiol, and aspects of socioeconomic status influence the magnitude of racial/ethnic differences in BMC, with lean and fat mass providing the strongest effects. Results for BMD were similar, but typically of lesser magnitude and statistical significance. These cross-sectional analyses demonstrate that much of the racial/ethnic heterogeneity in measures of bone mass and density can be accounted for through variation in body composition, diet, and socio-demographic factors.

Alcohol, Tobacco, and Other Drug Use Prevention Programs in U.S. Schools: A Descriptive Summary

PubMed Central

Kumar, Revathy; O’Malley, Patrick; Johnston, Lloyd; Laetz, Viginia

2013-01-01

This report identifies the relative prevalence and trends in state, local, and commercially developed substance abuse prevention programs in middle and high schools from 2001 to 2007, using survey data from nationally representative samples of 1,206 schools. Based on school administrators’ reports, schools and school districts offer students, on average 1.62 prevention programs during their school years from elementary through high school. Bivariate and multivariate regression analyses were conducted with school demographic characteristics (public versus private, size, population density, region of the country, school race/ethnic composition and socioeconomic status of the student body) as predictors of total number of weighted programs students received and of the relative use of local, state, and commercial programs. Schools in the West had significantly fewer prevention programs than those in all other regions of the country. Students in predominantly White and in more affluent schools received significantly more prevention programs than students in majority African American, majority Hispanic, or in less affluent schools. The most frequently reported programs that students received were locally developed. Of all the prevention programs, D.A.R.E. was the most widely adopted. Findings from this study suggest that schools often develop their own curriculum to suit their students’ needs, and students are exposed to multiple prevention programs through their school years, making it difficult to examine the effectiveness of any single program in preventing and reducing substance use among students. PMID:23404662

Urban Middle School Students' Stereotypes at the Intersection of Sexual Orientation, Ethnicity, and Gender.

PubMed

Ghavami, Negin; Peplau, Letitia Anne

2018-05-01

Heterosexual urban middle school students' (N = 1,757) stereotypes about gender typicality, intelligence, and aggression were assessed. Students (M age  = 12.36 years) rated Facebook-like profiles of peers who varied by gender, ethnicity, and sexual orientation. Several hypotheses about how the gender, ethnicity, and sexual orientation of target peers intersect to shape stereotypes were tested. As predicted, a peer's sexual orientation determined stereotypes of gender typicality, with gay and lesbian students viewed as most atypical. As expected, ethnicity shaped stereotypes of intelligence, with Asian American students seen as most intelligent. Gender, ethnicity, and sexual orientation independently and jointly affected stereotypes of aggression. These results demonstrate the value of an intersectional approach to the study of stereotypes. Implications for future research and practice are offered. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Activating multi-ethnic youth for smoking prevention: design, baseline findings, and implementation of project SPLASH.

PubMed

Glanz, Karen; Lunde, Kevin B; Leakey, Tricia; Maddock, Jay; Koga, Karin; Yamauchi, Jessica; Maskarinec, Gertraud; Shigaki, Dorothy

2007-01-01

Achieving significant reductions in tobacco use by youth is an important challenge. There is a pressing need to develop and evaluate innovative strategies that stimulate youth involvement and are effective in multi-ethnic populations. This article describes an innovative tobacco prevention trial, and reports baseline characteristics of participants and findings about implementation of the curriculum. The aim of Project SPLASH is to evaluate the impact of a school-based smoking prevention intervention that emphasizes active involvement of middle school students, on rates of smoking initiation and regular smoking in a multi-ethnic cohort of youth in Hawaii. Project SPLASH is a group randomized trial that compares a 2-year innovative intervention with a social influence prevention program, in 20 public schools in Hawaii. The main outcome is mean 30-day smoking prevalence rates. The response rate was 78.4%. Approximately 1 in 4 students had tried smoking and 30-day smoking prevalence at baseline was 8%. Intervention and control groups were comparable in terms of tobacco use, gender, ethnicity, behavioral, environmental, and psychosocial characteristics. Differences in ethnic identification, socio-economic status, acculturation, and involvement in prevention activities may be due to chance. The intervention was well implemented by teachers across both the intervention and control school classes. For this study, 20 schools in Hawaii with close to 4000 participating students were recruited. Student smoking behavior and curriculum implementation were comparable by group status. The intervention study has the potential to elucidate how youth respond to an intervention with student involvement that incorporates cognitive and social action components.

Race, Ethnicity and Public Education.

ERIC Educational Resources Information Center

Hart, Philip S., Ed.

2002-01-01

This theme issue contains papers on race and ethnicity in public education: "Introduction" (Philip Hart); "Toward Democratic Education: The Importance of Culturally Responsive Leadership in 21st Century Schools" (Donna M. Davis); "Improving the Selection Process for Identifying Gifted Ethnic Minority Children" (John Dillard and Nettye R. Brazil);…

Wyoming's Early Settlement and Ethnic Groups, Unit IV.

ERIC Educational Resources Information Center

Robinson, Terry

This unit on Wyoming's early settlement and ethnic groups provides concepts, activities, stories, charts, and graphs for elementary school students. Concepts include the attraction Wyoming held for trappers; the major social, economic, and religious event called "The Rendezvous"; the different ethnic and religious groups that presently…

Giving all children a chance: advantages of an antiracist approach to education for deaf children.

PubMed

Cohen, O P

1997-04-01

This paper begins with the assumption that racism exists and influences educational policy and curricula in American schools, including schools for deaf children, and discusses bow a multicultural approach to educating deaf children is often limited to the description of ethnic differences. What is also needed is an antiracist approach to education that addresses the social and political ramifications of ethnic differences. It is suggested that schools for the deaf are in a strategic position to respond to the inadequacy of American schools to educate deaf children of color.

Low aerobic fitness and obesity are associated with lower standardized test scores in children.

PubMed

Roberts, Christian K; Freed, Benjamin; McCarthy, William J

2010-05-01

To investigate whether aerobic fitness and obesity in school children are associated with standardized test performance. Ethnically diverse (n = 1989) 5th, 7th, and 9th graders attending California schools comprised the sample. Aerobic fitness was determined by a 1-mile run/walk test; body mass index (BMI) was obtained from state-mandated measurements. California standardized test scores were obtained from the school district. Students whose mile run/walk times exceeded California Fitnessgram standards or whose BMI exceeded Centers for Disease Control sex- and age-specific body weight standards scored lower on California standardized math, reading, and language tests than students with desirable BMI status or fitness level, even after controlling for parent education among other covariates. Ethnic differences in standardized test scores were consistent with ethnic differences in obesity status and aerobic fitness. BMI-for-age was no longer a significant multivariate predictor when covariates included fitness level. Low aerobic fitness is common among youth and varies among ethnic groups, and aerobic fitness level predicts performance on standardized tests across ethnic groups. More research is needed to uncover the physiological mechanisms by which aerobic fitness may contribute to performance on standardized academic tests.

Ethnicity and Sex Distinctions in Patterns of Aptitude Factor Scores in a Sample of Urban High School Seniors

ERIC Educational Resources Information Center

Hennessy, James J.; Merrifield, Philip R.

1978-01-01

Three aptitude factor scores for each of 2,985 college bound urban high school seniors were used to compare patterns and levels of performance by sex and ethnic group membership. Significant differences in levels of performance between Blacks, Hispanics, Caucasian Jewish, and Caucasian Gentile were found on factors labeled Verbal, Reasoning, and…

Reduced Psychological Distress in Racial and Ethnic Minority Students Practicing the Transcendental Meditation Program

ERIC Educational Resources Information Center

Elder, Charles; Nidich, Sanford; Colbert, Robert; Hagelin, John; Grayshield, Lisa; Oviedo-Lim, Dynah; Nidich, Randi; Rainforth, Maxwell; Jones, Chris; Gerace, Denise

2011-01-01

There is a growing literature describing the stressful nature of students' school experience. Previous research has found that racial and ethnic minority groups are particularly subject to high levels of stress due to exposure to violence, pressures due to acculturation, and the schooling process. This is the first study to evaluate effects of the…

Turn 2 Us: Outcomes of an Urban Elementary School-Based Mental Health Promotion and Prevention Program Serving Ethnic Minority Youths

ERIC Educational Resources Information Center

Montañez, Evelyn; Berger-Jenkins, Evelyn; Rodriguez, James; McCord, Mary; Meyer, Dodi

2015-01-01

Many school-age children in the United States with social, emotional, and behavioral problems do not receive mental health services. These problems negatively affect their social and behavioral functioning and academic achievement. This is particularly a problem for Latino youths, who represent the largest ethnic minority group in the United…

Do "gitano" Students Feel Discriminated against in Their Social and Academic Surroundings? A Survey of Schools in Granada, Spain

ERIC Educational Resources Information Center

Madrid-Fernández, Daniel; Katz, Susan Roberta

2018-01-01

This paper aims to study the perception of 208 students [37 "gitanos" (gypsies), 138 "payos" (non-gypsies), 22 mixed ethnicity ("gitano-payo"), and 8 other ethnicities] in areas and schools with gitano populations in the City and Province of Granada, Spain, considering nine factors related to the segregation,…

Interethnic Relations: A Case Study of Senior Students at an Australian High School

ERIC Educational Resources Information Center

Willoughby, Louisa

2007-01-01

This article provides a case study of the relevance of ethnicity in senior student's social interactions at an Australian high school where over 90 per cent of the students speak a language other than English (LOTE) at home. Drawing on ethnographic methods it explores students' own views on the role of ethnic background in shaping who they are…

Effect of a School-Based Test Anxiety Intervention in Ethnic Minority Youth Exposed to Hurricane Katrina

ERIC Educational Resources Information Center

Weems, Carl F.; Taylor, Leslie K.; Costa, Natalie M.; Marks, Allison B.; Romano, Dawn M.; Verrett, Shannon L.; Brown, Darlene M.

2009-01-01

This study tested the effects of a school-based test anxiety intervention among ethnic minority youth. The study used a prospective intervention design with a sample of (N = 94) ninth graders from New Orleans exposed to Hurricane Katrina and its aftermath. Thirty youth with elevated test anxiety completed a primarily behavioral (e.g., relaxation…

Graduate and Professional School Applications, Admissions and Enrollments (1981-1988): A Status Report on Ethnic Groups Underrepresented at UC Davis. Research Synopsis No. 29.

ERIC Educational Resources Information Center

California Univ., Davis. Office of Student Affairs Research and Information.

This report describes postgraduate enrollment trends for ethnic groups underrepresented at University of California, Davis. The UC Davis Student Affirmative Action (SAA) Plan identifies the following groups as underrepresented in both the Graduate Division and professional schools: American Indian, Black/African-American, Chicano/Mexican American,…

Social Justice Leadership in Multicultural Schools: The Case of an Ethnically Divided Society

ERIC Educational Resources Information Center

Zembylas, Michalinos; Iasonos, Sotiroula

2017-01-01

This paper reports on the results of an exploratory study focusing on the perceptions of elementary school principals who espouse a critical multicultural approach and show signs of a social justice leadership style. The study has taken place in an ethnically divided society (Cyprus) in which the political situation seems to influence the ways in…

Structural Examination of RIASEC Scales in High School Students: Variation across Ethnicity and Method

ERIC Educational Resources Information Center

Gupta, Saurabh; Tracey, Terence J. G.; Gore, Paul A., Jr.

2008-01-01

The structural validity of Holland's model of vocational interests across racial/ethnic groups was examined in the population of high school juniors in two states. The fit of the circumplex model to Holland's RIASEC types as assessed by the UNIACT-R was evaluated for the general sample and five subgroups: Caucasian/Euro-Americans, African…

The Europeanisation of German Ethnic Identities: The Case of German and Turkish Students in Two Stuttgart Secondary Schools

ERIC Educational Resources Information Center

Faas, Daniel

2007-01-01

Germany's national (or ethnic) identity has become thoroughly European and there are even signs of Eurocentrism. This is particularly problematic for the Turkish Muslims who, arguably, are not European. This article explores how fifteen-year-old German and Turkish youth in two Stuttgart secondary schools, one in a predominantly working-class area…

Prevalence of Overweight in North Florida Elementary and Middle School Children: Effects of Age, Sex, Ethnicity, and Socioeconomic Status

ERIC Educational Resources Information Center

Johnson, Suzanne B.; Pilkington, Lorri L.; Deeb, Larry C.; Jeffers, Sheila; He, Jianghua; Lamp, Camilla

2007-01-01

Background: The number of overweight children has been rapidly increasing, although its prevalence varies by age, sex, ethnicity, and socioeconomic (SES) status. Methods: Height and weight assessments were used to calculate body mass index (BMI) and BMI percentile on more than 17,000 children in 1 north Florida school district's elementary and…

Assessment of the Psychosocial Development of Children Attending Nursery Schools in Karen Refugee Camps in Thailand

ERIC Educational Resources Information Center

Tanaka, Akiko

2013-01-01

The Karen, an ethnic minority group in Burma, have experienced a prolonged state of exile in refugee camps in neighboring Thailand because of ethnic conflict in their home country. Nursery schools in the three largest Karen refugee camps aim to promote the psychosocial development of young children by providing a child-centered, creative,…

Academic Performance, Acculturation and Ethnic Identity Traits of First and Second Generation Mexican-American High School Students in a Rural Iowa Town.

ERIC Educational Resources Information Center

Iber, George Leland

This study analyzes how acculturation and ethnic identity traits of first- and second-generation Mexican-American high school students in West Liberty, Iowa, correlate with their academic performance. The analysis tests the educational theories of educational anthropologists John Ogbu and Henry Trueba, to determine the extent to which these…

How to Plan a Bias-Free Graduation Ceremony. Guidelines for Planners of Graduations, Continuations and Other School Ceremonies.

ERIC Educational Resources Information Center

Schafer, Susan P.

In this four-page pamphlet suggestions are provided for conducting school ceremonies which are free of race, ethnic, sex, religious, or handicap bias. Race, ethnic, and sex fairness are addressed in the topics of choosing robe colors, line formation, seating order, listing of participants, choosing speakers, distributing diplomas, and choosing…

Parent Involvement and Views of School Success: The Role of Parents' Latino and White American Cultural Orientations

ERIC Educational Resources Information Center

Ryan, Carey S.; Casas, Juan F.; Kelly-Vance, Lisa; Ryalls, Brigette O.; Nero, Collette

2010-01-01

We examined ethnicity and cultural orientation as predictors of parents' views of and involvement in children's education, using data gathered from the Latino (n = 74) and non-Latino (17 White and 13 ethnic minority) parents of children in an elementary school's dual-language program. Parents completed a questionnaire that assessed Latino and…

Teaching Poor Ethnic Minority Students: A Critical Realist Interpretation of Disempowerment

ERIC Educational Resources Information Center

Stylianou, Areti; Scott, David

2018-01-01

This article aims to supplement the literature on the role of school context with regards to the disempowerment of teachers in their work with poor ethnic minority students. We use a critical realist framework to analyse the empirical data collected for an in-depth school case study and we suggest the existence of real, interrelated, emergent and…

Jewish Ethnicity and Educational Opportunities in Israel: Evidence from a Curricular Reform

ERIC Educational Resources Information Center

Feniger, Yariv

2015-01-01

Based on a 20% representative sample of all high school students in Israel in the mid-1990s, this study explores a reform implemented in low socio-economic status (SES) state religious high schools. Most of their students were from the disadvantaged Jewish ethnic group in Israel, Mizrachim. Perceived as unable to meet the requirements of academic…

Direct and Extended Friendship Effects on Minority and Majority Children's Interethnic Attitudes: A Longitudinal Study

ERIC Educational Resources Information Center

Feddes, Allard R.; Noack, Peter; Rutland, Adam

2009-01-01

Longitudinal direct and extended cross-ethnic friendship effects on out-group evaluations among German (majority status, N = 76) and Turkish (minority status, N = 73) children (age 7-11 years) in ethnically heterogeneous elementary schools were examined at the beginning and end of the school year (time lag: 7 months). The results showed that among…

Sociocultural Factors and School Engagement among African American Youth: The Roles of Racial Discrimination, Racial Socialization, and Ethnic Identity

ERIC Educational Resources Information Center

Dotterer, Aryn M.; McHale, Susan M.; Crouter, Ann C.

2009-01-01

This study investigated the links between racial discrimination and school engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, sixth through twelfth grade African American adolescents from working and middle-class two-parent families. In home interviews, youth described…

Ethnic Identity and Substance Use among Mexican-Heritage Preadolescents: Moderator Effects of Gender and Time in the United States

ERIC Educational Resources Information Center

Kulis, Stephen S.; Marsiglia, Flavio F.; Kopak, Albert M.; Olmsted, Maureen E.; Crossman, Ashley

2012-01-01

This study examined interactive relationships among ethnic identity, gender, time in the US, and changes in substance use outcomes among a school-based sample of 1,731 Mexican-heritage preadolescents (ages 9-13). Residual change multilevel models adjusting for school clustering and using multiply imputed data assessed changes from beginning to end…

Mediators and Moderators of a School-Based Cognitive-Behavioral Depression Prevention Program.

PubMed

Duong, Mylien T; Kelly, Brynn M; Haaland, Wren L; Matsumiya, Brandon; Huey, Stanley J; McCarty, Carolyn A

2016-10-01

This study tested potential moderators and mediators of an indicated depression prevention program for middle school students, Positive Thoughts and Actions (PTA). Participants were 120 students randomly assigned to PTA, or a brief, individually administered supportive intervention (Individual Support Program, or ISP). Youths completed measures of depressive symptoms at baseline, post-intervention, and 12-month follow-up. Hierarchical regression was used to test three moderators-ethnic minority status, gender, and baseline depressive symptoms-and three mediators representing functional outcomes targeted by PTA-parent-child communication, attitude towards school, and health behavior. Ethnic minority status did not moderate PTA effects at post-intervention but did moderate PTA effects at 12-month follow-up. At 12 months, PTA appeared to be more effective for White participants than ethnic minority youth. Follow-up analyses suggested this moderation effect was due to the tendency of ethnic minority youth, especially those with fewer symptoms at baseline, to drop out by 12 months. Neither gender nor baseline depressive symptoms moderated the effects of PTA. Although PTA improved health behavior and attitudes toward school, there was no evidence that any of these functional outcomes measured mediated the impact of PTA on depressive symptoms. Future directions are discussed.

Parental views of children's physical activity: a qualitative study with parents from multi-ethnic backgrounds living in England.

PubMed

Trigwell, Joanne; Murphy, Rebecca Catherine; Cable, Nigel Timothy; Stratton, Gareth; Watson, Paula Mary

2015-10-02

Guidelines recommend children and young people participate in at least 60 min of physical activity (PA) every day, however, findings from UK studies show PA levels of children vary across ethnic groups. Since parents play an instrumental role in determining children's PA levels, this article aims to explore parental views of children's PA in a multi-ethnic sample living in a large city in the North-West of England. Six single-ethnic focus groups were conducted with 36 parents of school-aged children (4 to 16 years) with a predominantly low socio-economic status (SES). Parents self-identified their ethnic background as Asian Bangladeshi (n = 5), Black African (n = 4), Black Somali (n = 7), Chinese (n = 6), White British (n = 8) and Yemeni (n = 6). Focus group topics included understanding of PA, awareness of PA guidelines, knowledge of benefits associated with PA and perceived influences on PA in childhood. Data were analysed thematically using QSR NVivo 9.0. Parents from all ethnic groups valued PA and were aware of its benefits, however they lacked awareness of PA recommendations, perceived school to be the main provider for children's PA, and reported challenges in motivating children to be active. At the environmental level, barriers to PA included safety concerns, adverse weather, lack of resources and lack of access. Additional barriers were noted for ethnic groups from cultures that prioritised educational attainment over PA (Asian Bangladeshi, Chinese, Yemeni) and with a Muslim faith (Asian Bangladeshi, Black Somali, Yemeni), who reported a lack of culturally appropriate PA opportunities for girls. Parents from multi-ethnic groups lacked awareness of children's PA recommendations and faced barriers to promoting children's PA out of school, with certain ethnic groups facing additional barriers due to cultural and religious factors. It is recommended children's PA interventions address influences at all socio-ecological levels, and account for differences between ethnic groups.

Ethnic Attitudes of Hungarian Students in Romania

ERIC Educational Resources Information Center

Ives, Bob; Obenchain, Kathryn M.; Oikonomidoy, Eleni

2012-01-01

Participants in this study were ethnic Hungarian secondary students attending high schools in Romania in which Hungarian was the primary language of instruction. Attitudes of participants toward ethnic and cultural groups were measured using a variation of the Bogardus (1933) Scale of Social Distance. Results were consistent with predictions based…

Minneapolis Multi-Ethnic Curriculum Project--Prejudice/Discrimination Unit.

ERIC Educational Resources Information Center

Skjervold, Christian K.; And Others

The student booklet presents short chapters illustrating the prejudice/discrimination unit of the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. Fifteen brief chapters describe the ways Americans have and still do discriminate against the people of various ethnic groups. Topics cover the history and policies of the Know-Nothing…

The Shadows of Difference: Ethnicity and Young Children's Friendships

ERIC Educational Resources Information Center

Barron, Ian

2011-01-01

This paper explores the interaction of ethnicity and friendship in a kindergarten in England. Existing literature from different traditions, such as developmental psychology, sociocultural theory and postmodernism, suggests that pre-school children tend to choose friends from the same ethnic group. The research was carried out using an…

Racial and Ethnic Stereotypes and Bullying Victimization

ERIC Educational Resources Information Center

Peguero, Anthony A.; Williams, Lisa M.

2013-01-01

Bullying is a serious problem within the U.S. school system. Prior research suggests that victimization is stratified by race and ethnicity. However, few studies consider factors that may moderate this relationship. This article extends research on this topic by considering whether stereotypes moderate bullying among racial and ethnic youth. Youth…

"Not a university type": focus group study of social class, ethnic, and sex differences in school pupils' perceptions about medical school.

PubMed

Greenhalgh, Trisha; Seyan, Kieran; Boynton, Petra

2004-06-26

To investigate what going to medical school means to academically able 14-16 year olds from different ethnic and socioeconomic backgrounds in order to understand the wide socioeconomic variation in applications to medical school. Focus group study. Six London secondary schools. 68 academically able and scientifically oriented pupils aged 14-16 years from a wide range of social and ethnic backgrounds. Pupils' perceptions of medical school, motivation to apply, confidence in ability to stay the course, expectations of medicine as a career, and perceived sources of information and support. There were few differences by sex or ethnicity, but striking differences by socioeconomic status. Pupils from lower socioeconomic groups held stereotyped and superficial perceptions of doctors, saw medical school as culturally alien and geared towards "posh" students, and greatly underestimated their own chances of gaining a place and staying the course. They saw medicine as having extrinsic rewards (money) but requiring prohibitive personal sacrifices. Pupils from affluent backgrounds saw medicine as one of a menu of challenging career options with intrinsic rewards (fulfillment, achievement). All pupils had concerns about the costs of study, but only those from poor backgrounds saw costs as constraining their choices. Underachievement by able pupils from poor backgrounds may be more to do with identity, motivation, and the cultural framing of career choices than with low levels of factual knowledge. Policies to widen participation in medical education must go beyond a knowledge deficit model and address the complex social and cultural environment within which individual life choices are embedded.

Mineral composition of commonly consumed ethnic foods in Europe

PubMed Central

Khokhar, Santosh; Garduño-Diaz, Sara D.; Marletta, Luisa; Shahar, Danit R.; Ireland, Jane D.; Jansen-van der Vliet, Martine; de Henauw, Stefaan

2012-01-01

Background Ethnic foods are an integral part of food consumption in Europe contributing towards the overall nutrient intake of the population. Food composition data on these foods are crucial for assessing nutrient intake, providing dietary advice and preventing diseases. Objective To analyse selected minerals in authentic and modified ethnic foods commonly consumed in seven EU member states and Israel. Design A list of ethnic foods commonly consumed in selected European countries was generated, primary samples collected and composite sample prepared for each food, which were analysed for dietary minerals at accredited laboratories. Methods for sampling, analysis, data scrutiny and documentation were based on harmonised procedures. Results New data on 128 ethnic foods were generated for inclusion in the national databases of seven EU countries and Israel within the European Food Information Resource (EuroFIR), an EU Network of Excellence. The Na, K, Ca, P, Mg, Mn, Cl, Fe, Cu, Zn, Se and I contents of 39 foods is presented for the first time in this study. Conclusion The data will serve as an important tool in future national and international food consumption surveys, to target provision of dietary advice, facilitate implementation of policies and inform policymakers, health workers, food industry and researchers. PMID:22768018

The influence of school demographic factors and perceived student discrimination on delinquency trajectory in adolescence.

PubMed

Le, Thao N; Stockdale, Gary

2011-10-01

The purpose of this study was to examine the effects of school demographic factors and youth's perception of discrimination on delinquency in adolescence and into young adulthood for African American, Asian, Hispanic, and white racial/ethnic groups. Using data from the National Longitudinal Study of Adolescent Health (Add Health), models testing the effect of school-related variables on delinquency trajectories were evaluated for the four racial/ethnic groups using Mplus 5.21 statistical software. Results revealed that greater student ethnic diversity and perceived discrimination, but not teacher ethnic diversity, resulted in higher initial delinquency estimates at 13 years of age for all groups. However, except for African Americans, having a greater proportion of female teachers in the school decreased initial delinquency estimates. For African Americans and whites, a larger school size also increased the initial estimates. Additionally, lower social-economic status increased the initial estimates for whites, and being born in the United States increased the initial estimates for Asians and Hispanics. Finally, regardless of the initial delinquency estimate at age 13 and the effect of the school variables, all groups eventually converged to extremely low delinquency in young adulthood, at the age of 21 years. Educators and public policy makers seeking to prevent and reduce delinquency can modify individual risks by modifying characteristics of the school environment. Policies that promote respect for diversity and intolerance toward discrimination, as well as training to help teachers recognize the precursors and signs of aggression and/or violence, may also facilitate a positive school environment, resulting in lower delinquency. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Ethnicity, socioeconomic position and severity of problems as predictors of mental health care use in 5- to 8-year-old children with problem behaviour.

PubMed

Bevaart, Floor; Mieloo, Cathelijne L; Wierdsma, André; Donker, Marianne C H; Jansen, Wilma; Raat, Hein; Verhulst, Frank C; van Oort, Floor V A

2014-05-01

Empirical research on mental health care use and its determinants in young school-aged children is still scarce. In this study, we investigated the role of ethnicity, socioeconomic position (SEP) and perceived severity by both parents and teachers on mental health care use in 5- to 8-year old children with emotional and/or behavioural problems. Data from 1,269 children with a high score([P90) on the Strengths and Difficulties Questionnaire (SDQ) in the school year 2008–2009 were linked to psychiatric case register data over the years 2010–2011. Cox proportional hazards models were used to predict mental health care use from ethnicity, SEP and perceived severity of the child's problems. During the follow-up period, 117 children with high SDQ scores (9.2 %) had used mental health care for the first time. Ethnic minority children were less likely to receive care than Dutch children (HR Moroccan/Turkish:0.26; 95 % CI 0.13-0.54, HR other ethnicity: 0.26; 95 %CI 0.12-0.58). No socioeconomic differences were found.After correction for previous care use, ethnicity and parental perceived severity, impact score as reported by teachers was significantly associated with mental healthcare use (HR 1.58; 95 % CI 1.01–2.46). Ethnicity is an important predictor of mental health care use in young children. Already in the youngest school-aged children, ethnic differences in the use of mental health care are present.A distinct predictor of care use in this age group is severity of emotional and behavioural problems as perceived by teachers. Therefore, teachers may be especially helpful in the process of identifying young children who need specialist mental health care.

Perceptions of healthy eating and physical activity in an ethnically diverse sample of young children and their parents: the DEAL prevention of obesity study.

PubMed

Rawlins, E; Baker, G; Maynard, M; Harding, S

2013-04-01

Ethnicity is a consistent correlate of obesity; however, little is known about the perceptions and beliefs that may influence engagement with obesity prevention programmes among ethnic minority children. Barriers to (and facilitators of) healthy lifestyles were examined in the qualitative arm of the London (UK) DiEt and Active Living (DEAL) study. Children aged 8-13 years and their parents, from diverse ethnic groups, were recruited through schools and through places of worship. Thirteen focus group sessions were held with 70 children (n = 39 girls) and eight focus groups and five interviews with 43 parents (n = 34 mothers). Across ethnic groups, dislike of school meals, lack of knowledge of physical activity guidelines for children and negativity towards physical education at school among girls, potentially hindered healthy living. Issues relating to families' wider neighbourhoods (e.g. fast food outlets; lack of safety) illustrated child and parental concerns that environments could thwart intentions for healthy eating and activity. By contrast, there was general awareness of key dietary messages and an emphasis on dietary variety and balance. For ethnic minorities, places of worship were key focal points for social support. Discourse around the retention of traditional practices, family roles and responsibilities, and religion highlighted both potential facilitators (e.g. the importance of family meals) and barriers (reliance on convenience stores for traditional foods). Socio-economic circumstances intersected with key themes, within and between ethnic groups. Several barriers to (and facilitators of) healthy lifestyles were common across ethnic groups. Diversity of cultural frameworks not only were more nuanced, but also shaped lifestyles for minority children. © 2012 The Authors Journal of Human Nutrition and Dietetics © 2012 The British Dietetic Association Ltd.

Perceptions of healthy eating and physical activity in an ethnically diverse sample of young children and their parents: the DEAL prevention of obesity study

PubMed Central

Rawlins, E; Baker, G; Maynard, M; Harding, S

2013-01-01

Background Ethnicity is a consistent correlate of obesity; however, little is known about the perceptions and beliefs that may influence engagement with obesity prevention programmes among ethnic minority children. Barriers to (and facilitators of) healthy lifestyles were examined in the qualitative arm of the London (UK) DiEt and Active Living (DEAL) study. Methods Children aged 8–13 years and their parents, from diverse ethnic groups, were recruited through schools and through places of worship. Thirteen focus group sessions were held with 70 children (n = 39 girls) and eight focus groups and five interviews with 43 parents (n = 34 mothers). Results Across ethnic groups, dislike of school meals, lack of knowledge of physical activity guidelines for children and negativity towards physical education at school among girls, potentially hindered healthy living. Issues relating to families' wider neighbourhoods (e.g. fast food outlets; lack of safety) illustrated child and parental concerns that environments could thwart intentions for healthy eating and activity. By contrast, there was general awareness of key dietary messages and an emphasis on dietary variety and balance. For ethnic minorities, places of worship were key focal points for social support. Discourse around the retention of traditional practices, family roles and responsibilities, and religion highlighted both potential facilitators (e.g. the importance of family meals) and barriers (reliance on convenience stores for traditional foods). Socio-economic circumstances intersected with key themes, within and between ethnic groups. Conclusions Several barriers to (and facilitators of) healthy lifestyles were common across ethnic groups. Diversity of cultural frameworks not only were more nuanced, but also shaped lifestyles for minority children. PMID:22827466

Racial and ethnic disparities in educational achievement and aspirations: findings from a statewide survey from 1998 to 2010.

PubMed

Nitardy, Charlotte M; Duke, Naomi N; Pettingell, Sandra L; Borowsky, Iris W

2015-01-01

Educational achievement and attainment are associated with health outcomes across the entire life span. The objective of this study was to determine whether racial/ethnic disparities in academic achievement and educational aspirations have changed over time. The study used data from the Minnesota Student Survey (MSS) from 1998, 2001, 2004, 2007, and 2010. The MSS is administered to adolescents in public secondary schools, charter schools, and tribal schools. Measures of academic achievement and educational aspirations were examined by race/ethnicity, poverty status, and family structure. Chi square tests evaluated differences in the above proportions. The analytic sample included 351,510 adolescents (1998, N = 67,239; 2001, N = 69,177; 2004, N = 71,084; 2007, N = 72,312; and 2010, N = 71,698). Study participants ranged in age from 13 to 19 years (mean = 15.9, SD = 1.6). Most were white (81.7 %), followed by 5.4 % Asian American/Pacific Islander, 4.3 % Black/African American, 2.7 % Hispanic/Latino, 1 % American Indian, and 4.9 % mixed race. Results showed that academic achievement fluctuated amongst all the racial/ethnic groups, but there were significant race/ethnic disparities at every time point. Overall, academic aspirations increased over time among the adolescents. Poverty was associated with poorer academic indicators for white youth, but not consistently for other racial/ethnic groups of youth. Family structure, however, was significantly associated with the educational indicators across all racial and ethnic groups. Despite many efforts to improve educational outcomes, there remain significant disparities in educational achievement and aspirations related to race-ethnicity and social status. Findings have implications for efforts to improve adolescent health at both individual and community levels.

The dynamics and ethnic composition of the population of Russia in the era of imperialism (from the end of the 19th century to 1917).

PubMed

Bruk, S I; Kabuzan, V M

1989-02-01

"The authors critically survey tsarist censuses before the October Revolution and Soviet works on historical demography, and they re-estimate population numbers, natural and mechanical increase, and internal and external migration between 1897 and 1917, as well as changes in ethnic composition." excerpt

Facilitating Fresh: State Laws Supporting School Gardens Are Associated With Use of Garden-Grown Produce in School Nutrition Services Programs.

PubMed

Turner, Lindsey; Leider, Julien; Piekarz, Elizabeth; Schermbeck, Rebecca M; Merlo, Caitlin; Brener, Nancy; Chriqui, Jamie F

2017-06-01

To examine whether state laws are associated with the presence of school gardens and the use of garden-grown produce in school nutrition services programs. Nationally representative data from the School Health Policies and Practices Study 2014 were combined with objectively coded state law data regarding school gardens. Outcomes were: (1) the presence of a school garden at each school (n = 419 schools), and (2) the use of garden-grown items in the school nutrition services program. Multivariate logistic regression was used to examine each outcome. Contextual covariates included school level, size, locale, US Census region, student race/ethnic composition, and percentage of students eligible for free and reduced-priced meals. State law was not significantly associated with whether schools had a garden, but it was associated with whether schools used garden-grown items in nutrition services programs (odds ratio, 4.21; P < .05). Adjusted prevalence of using garden-grown items in nutrition services programs was 15.4% among schools in states with a supportive law, vs 4.4% among schools in states with no law. State laws that support school gardens may facilitate the use of garden-grown items in school nutrition service programs. Additional research is needed regarding the types of messaging that might be most effective for motivating school administrators to appreciate the value of school gardens. In addition, another area for further research pertains to scaling garden programs for broader reach. Copyright © 2017 Society for Nutrition Education and Behavior. All rights reserved.

Cultural Socialization and Ethnic Pride Among Mexican-Origin Adolescents During the Transition to Middle School

PubMed Central

Hernández, Maciel M.; Conger, Rand D.; Robins, Richard W.; Bacher, Kelly Beaumont; Widaman, Keith F.

2013-01-01

The relation between cultural socialization and ethnic pride during the transition to middle school was examined for 674 5th grade students (50% boys; Mage = 10.4 years) of Mexican origin. The theoretical model guiding the study proposes that parent-child relationship quality is a resource in the transmission of cultural values from parent to child and that parental warmth promotes the child's positive response to cultural socialization. Results showed that mother and father cultural socialization predicted youth ethnic pride, and that this relation was stronger when parents were high in warmth. The findings highlight the positive role parent cultural socialization may play in the development of adolescent ethnic pride. Furthermore, findings reveal the role of parent-child relationship quality in this process. PMID:24117445

Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood

PubMed Central

Gillen-O’Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J.

2011-01-01

Previous research addressing the dynamics of stigma and academics has focused on African-American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6–11) and diverse (African-American, Chinese, Dominican, Russian, and European-American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European-American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European-American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children. PMID:21883152

Demographic and social variables associated with psychiatric and school-related indicators for Asian/Pacific-Islander adolescents.

PubMed

Hishinuma, Earl S; Johnson, Ronald C; Carlton, Barry S; Andrade, Naleen N; Nishimura, Stephanie T; Goebert, Deborah A; Yuen, Noelle Y C; Wegner, Eldon L; Makini, George K; Nahulu, Linda B; Else, Iwalani R N; Chang, Janice Y

2004-12-01

Factors associated with Asian/Pacific-Islander adolescent adjustment is a greatly neglected research area. The purpose of the present study was to investigate the relation between demographic, social and adjustment measures based on a large-scale investigation of Asian/Pacific-Islander youths. A total of 2577 adolescents were surveyed across 4 public schools in Hawai'i during the 1992--1993 school year. Three social variables (number of relatives frequently seen, family support and friends' support) exhibited statistically significant but low correlations. Family support had the highest negative association with the four psychiatric symptoms (depression, anxiety, aggression, substance use). Friends' support was inconsistently associated with the adjustment measures, and the number of relatives frequently seen resulted in negligible effects. In contrast, demographic variables, especially ethnicity, played a much greater role in the association with the four school-related measures (grade-point average, absences, suspensions, conduct infractions). For Asian/Pacific-Islander youths, the quality of the social supports, including family relations, may be particularly important in the adolescents' adjustment. When examining school-related outcomes, demographic variables, with particular emphases on ethnicity and culture, must be considered. When developing and implementing prevention and intervention services and programs, consideration of family and ethnic-cultural influences should be taken into account, with further research needed in several related domains: other SES influences, life stressors, migration-generational effects, ethnic identity, self-concept indicators and socio-political aspects.

School-based HIV/AIDS education is associated with reduced risky sexual behaviors and better grades with gender and race/ethnicity differences.

PubMed

Ma, Zhen-qiang; Fisher, Monica A; Kuller, Lewis H

2014-04-01

Although studies indicate school-based HIV/AIDS education programs effectively reduce risky behaviors, only 33 states and the District of Columbia in US mandate HIV/AIDS education. Ideally, school-based HIV/AIDS education should begin before puberty, or at the latest before first sexual intercourse. In 2011, 20% US states had fewer schools teaching HIV/AIDS prevention than during 2008; this is worrisome, especially for more vulnerable minorities. A nationally representative sample of 16 410 US high-school students participating in 2009 Youth Risk Behavior Survey was analyzed. Multiple regression models assessed the association between HIV/AIDS education and risky sexual behaviors, and academic grades. HIV/AIDS education was associated with delayed age at first sexual intercourse, reduced number of sex partners, reduced likelihood to have forced sexual intercourse and better academic grades, for sexually active male students, but not for female students. Both male and female students who had HIV/AIDS education were less likely to inject drugs, drink alcohol or use drugs before last sexual intercourse, and more likely to use condoms. Minority ethnic female students were more likely to have HIV testing. The positive effect of HIV/AIDS education and different gender and race/ethnicity effects support scaling up HIV/AIDS education and further research on the effectiveness of gender-race/ethnicity-specific HIV/AIDS curriculum.

Barriers and facilitators to uptake of the school-based HPV vaccination programme in an ethnically diverse group of young women.

PubMed

Batista Ferrer, Harriet; Trotter, Caroline L; Hickman, Matthew; Audrey, Suzanne

2016-09-01

To identify the barriers and facilitators to uptake of the HPV vaccine in an ethnically diverse group of young women in the south west of England. Three school-based vaccination sessions were observed. Twenty-three young women aged 12 to 13 years, and six key informants, were interviewed between October 2012 and July 2013. Data were analysed using thematic analysis and the Framework method for data management. The priority given to preventing cervical cancer in this age group influenced whether young women received the HPV vaccine. Access could be affected by differing levels of commitment by school staff, school nurses, parents and young women to ensure parental consent forms were returned. Beliefs and values, particularly relevant to minority ethnic groups, in relation to adolescent sexual activity may affect uptake. Literacy and language difficulties undermine informed consent and may prevent vaccination. The school-based HPV vaccination programme successfully reaches the majority of young women. However, responsibility for key aspects remain unresolved which can affect delivery and prevent uptake for some groups. A multi-faceted approach, targeting appropriate levels of the socio-ecological model, is required to address procedures for consent and cultural and literacy barriers faced by minority ethnic groups, increase uptake and reduce inequalities. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health.

Ethnic Afterschool Programs and Language Schools in Diverse Asian American Communities: Varying Resources, Opportunities, and Educational Experiences (Part 2: How They Differ)

ERIC Educational Resources Information Center

Paik, Susan J.; Rahman, Zaynah; Kula, Stacy M.; Saito, L. Erika; Witenstein, Matthew A.

2017-01-01

Based on 135 ethnic afterschool programs and language schools, this descriptive study (Part 2 of 2 in this issue) revealed differences in the types of programs housed within East, South, and Southeast Asian coethnic communities (strong, weak, or dispersed) in the U.S. The article applies a combined cultural-structural framework to understand…

The Road to Law School and Beyond: Examining Challenges to Racial and Ethnic Diversity in the Legal Profession. LSAC Research Report Series.

ERIC Educational Resources Information Center

Wilder, Gita Z.

To explore possible sources of the underrepresentation of minority groups in law school, this paper brings together existing data that describe the participation of members of different racial/ethnic groups, especially African Americans and Hispanics, at successive points along the way to employment in the law. It focuses on the process by which…

"Bridging Old Relations": The (De)Construction of Ethnic Identity in the Educational Context of Bosnia and Herzegovina from the Teachers' Point of View

ERIC Educational Resources Information Center

Kovac, Velibor Bobo; Tveit, Anne Dorthe; Cameron, David Lansing; Jortveit, Maryann

2017-01-01

The present study focuses on an educational arrangement in Bosnia and Herzegovina (BiH) known as "two schools under one roof." The term refers to two different ethnic groups (Bosniaks and Croats) physically sharing the same school building, but maintaining separate administrations, teaching staff, and curricula. The purpose of the study…

Knocking at the College Door: Projections of High School Graduates by State and Race/Ethnicity, 1992-2022. Wyoming

ERIC Educational Resources Information Center

Western Interstate Commission for Higher Education, 2008

2008-01-01

The 7th edition of this publication provides updated projections of high school graduates for each year and each state (plus the District of Columbia) through 2022. The profile breaks down the projections by major racial and ethnic groups: (1) American Indian/Alaska Native; (2) Asian/Pacific Islander; (3) Black, non-Hispanic; (4) Hispanic; and (5)…

Knocking at the College Door: Projections of High School Graduates by State and Race/Ethnicity, 1992-2022. Alaska

ERIC Educational Resources Information Center

Western Interstate Commission for Higher Education, 2008

2008-01-01

The 7th edition of this publication provides updated projections of high school graduates for each year and each state (plus the District of Columbia) through 2022. The profile breaks down the projections by major racial and ethnic groups: (1) American Indian/Alaska Native; (2) Asian/Pacific Islander; (3) Black, non-Hispanic; (4) Hispanic; and (5)…

Knocking at the College Door: Projections of High School Graduates by State and Race/Ethnicity, 1992-2022. Louisiana

ERIC Educational Resources Information Center

Western Interstate Commission for Higher Education, 2008

2008-01-01

The 7th edition of this publication provides updated projections of high school graduates for each year and each state (plus the District of Columbia) through 2022. The profile breaks down the projections by major racial and ethnic groups: (1) American Indian/Alaska Native; (2) Asian/Pacific Islander; (3) Black, non-Hispanic; (4) Hispanic; and (5)…

Knocking at the College Door: Projections of High School Graduates by State and Race/Ethnicity, 1992-2022. Mississippi

ERIC Educational Resources Information Center

Western Interstate Commission for Higher Education, 2008

2008-01-01

The 7th edition of this publication provides updated projections of high school graduates for each year and each state (plus the District of Columbia) through 2022. The profile breaks down the projections by major racial and ethnic groups: (1) American Indian/Alaska Native; (2) Asian/Pacific Islander; (3) Black, non-Hispanic; (4) Hispanic; and (5)…

Who Gets Ahead?: The Effect of Age, Disability, Ethnicity and Gender on Teachers' Careers and Implications for School Leaders

ERIC Educational Resources Information Center

Wilson, Valerie; Powney, Janet; Hall, Stuart; Davidson, Julia

2006-01-01

This article reports the results from a 12-month study of teachers' career progress in schools in England and the ways in which headteachers and teachers perceive that age, disability, ethnicity and gender affect teachers' career prospects. Many teachers thought that they had been promoted because of their personal traits, such as drive,…

Making and Molding Identity in Schools: Student Narratives on Race, Gender, and Academic Engagement. SUNY Series, Power, Social Identity, and Education.

ERIC Educational Resources Information Center

Davidson, Ann Locke

This book focuses on the relationship between ethnic and racial identity and academic engagement, examining in particular the role that schools and classrooms play in shaping this relationship. It examines the lives of students to ask how they conceptualize and assert their ethnic and racial identities across varied curricular settings. The case…

Television Viewing and Its Associations with Overweight, Sedentary Lifestyle, and Insufficient Consumption of Fruits and Vegetables among U.S. High School Students: Differences by Race, Ethnicity, and Gender.

ERIC Educational Resources Information Center

Lowry, Richard; Wechsler, Howell; Galuska, Deborah A.; Fulton, Janet E.; Kann, Laura

2002-01-01

Examined race, ethnic, and gender specific differences in the association between television viewing and high school students' overweight, decreased physical activity, and unhealthy dietary behaviors. Data from the 1999 Youth Risk Behavior Survey indicated that most students' television viewing exceeded recommended levels, many students were…

Gender and Racial/Ethnic Differences in Self-Reported Levels of Engagement in High School Math and Science Courses

ERIC Educational Resources Information Center

Martinez, Sylvia; Guzman, Stephanie

2013-01-01

While gender and racial/ethnic performance gaps in math and science have been well documented, we know little about how students feel while they are in these courses. Using a sample of 793 high school students who participated in the Experience Sampling Method of the Study of Youth and Social Development, this study examines the gender and…

Creation of Culturally Responsive Classrooms: Teachers' Conceptualization of a New Rationale for Cultural Responsiveness and Management of Diversity in Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Hue, Ming-Tak; Kennedy, Kerry J.

2012-01-01

Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers' views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected…

Getting Them through the College Pipeline: Critical Elements of Instruction Influencing School Success among Native Canadian High School Students

ERIC Educational Resources Information Center

Kanu, Yatta

2006-01-01

As a consequence of the Civil Rights Movement and related social movements, the past 30 years have witnessed an unprecedented rise in higher education enrollments among ethnic minority groups, women, and low-income students, as well as increases in the financial aid available to these groups. However, certain ethnic minority populations, such as…

Cultural Socialization and Ethnic Pride among Mexican-Origin Adolescents during the Transition to Middle School

ERIC Educational Resources Information Center

Hernández, Maciel M.; Conger, Rand D.; Robins, Richard W.; Bacher, Kelly Beaumont; Widaman, Keith F.

2014-01-01

The relation between cultural socialization and ethnic pride during the transition to middle school was examined for 674 fifth-grade students (50% boys; M[subscript age] = 10.4 years) of Mexican origin. The theoretical model guiding the study proposes that parent-child relationship quality is a resource in the transmission of cultural values from…

Minority Rights and Majority Rule: Ethnic Tolerance in Romania and Bulgaria.

ERIC Educational Resources Information Center

McIntosh, Mary E.; And Others

1995-01-01

Analysis of data from national surveys of majority ethnic groups in Romania and Bulgaria examined the effects on tolerance toward minority groups of education, community ethnic composition, urbanism, age, gender, perceived threat to national security from the minority group's homeland, democratic values, and prevailing political ideology. Contains…

The Role of Language in the Dissolution of the Soviet Union.

ERIC Educational Resources Information Center

Marshall, David F.

A study examines the dynamics of cultural pluralism and language in the ethnic mobilization, and resulting dissolution, of the USSR. It first examines ethnic composition, dominant nationalities, language groups without separate nationalities, patterns of ethnic populations within nationalities, and the influence of this multiculturalism on…

Fifteen-Minute Comprehensive Alcohol Risk Survey: Reliability and Validity Across American Indian and White Adolescents

PubMed Central

Komro, Kelli A; Livingston, Melvin D; Kominsky, Terrence K; Livingston, Bethany J; Garrett, Brady A; Molina, Mildred Maldonado; Boyd, Misty L

2015-01-01

Objective: American Indians (AIs) suffer from significant alcohol-related health disparities, and increased risk begins early. This study examined the reliability and validity of measures to be used in a preventive intervention trial. Reliability and validity across racial/ethnic subgroups are crucial to evaluate intervention effectiveness and promote culturally appropriate evidence-based practice. Method: To assess reliability and validity, we used three baseline surveys of high school students participating in a preventive intervention trial within the jurisdictional service area of the Cherokee Nation in northeastern Oklahoma. The 15-minute alcohol risk survey included 16 multi-item scales and one composite score measuring key proximal, primary, and moderating variables. Forty-four percent of the students indicated that they were AI (of whom 82% were Cherokee), including 23% who reported being AI only (n = 435) and 18% both AI and White (n = 352). Forty-seven percent reported being White only (n = 901). Results: Scales were adequately reliable for the full sample and across race/ethnicity defined by AI, AI/White, and White subgroups. Among the full sample, all scales had acceptable internal consistency, with minor variation across race/ethnicity. All scales had extensive to exemplary test–retest reliability and showed minimal variation across race/ethnicity. The eight proximal and two primary outcome scales were each significantly associated with the frequency of alcohol use during the past month in both the cross-sectional and the longitudinal models, providing support for both criterion validity and predictive validity. For most scales, interpretation of the strength of association and statistical significance did not differ between the racial/ethnic subgroups. Conclusions: The results support the reliability and validity of scales of a brief questionnaire measuring risk and protective factors for alcohol use among AI adolescents, primarily members of the Cherokee Nation. PMID:25486402

Under-represented minorities in emergency medicine.

PubMed

Landry, Alden M; Stevens, Jessica; Kelly, Sean P; Sanchez, Leon D; Fisher, Jonathan

2013-07-01

According to the Association of American Medical Colleges and the Institute of Medicine, promoting diversity in the health care workforce is a national priority. The under-representation of minorities in health care contributes significantly to the problem of health disparities currently facing racial and ethnic minority groups in the United States (US). Evidence shows that improved diversity among medical providers contributes to higher satisfaction for minority patients and better educational experiences for trainees. Our aim was to describe the racial and ethnic composition of medical students, Emergency Medicine residents, and practicing Emergency Medicine Physicians as compared with other specialties and the US population. A cross-sectional analysis of the most recent data available from the Association of American Medical Colleges and the US Census were used to determine the racial and ethnic distribution of the US population, medical students, residents, and practicing physicians. The Association of American Medical Colleges' definition of under-represented minorities (URMs) for the years studied included individuals of black, Latino, and Native-American race and ethnicity. Proportions with 95% confidence intervals were calculated. χ(2) analysis was used to compare groups. URMs comprised 30% of the total US population, yet only 6% of all practicing physicians and 9% of Emergency Physicians self-identified as URMs. By comparison, 15% of medical students, 17% of all residents, and 14% of Emergency Medicine residents were URMs (p < 0.0001). Emergency Medicine, like other specialties, lacks the racial and ethnic diversity seen in the US population. Efforts to improve diversity at the resident level are limited by the number of URM students in medical school, and should include steps aimed at addressing this issue. Copyright © 2013 Elsevier Inc. All rights reserved.

Contextual influences on Latino adolescent ethnic identity and academic outcomes.

PubMed

Supple, Andrew J; Ghazarian, Sharon R; Frabutt, James M; Plunkett, Scott W; Sands, Tovah

2006-01-01

This study examined the association between 3 components of ethnic identity (exploration, resolution, and affirmation) and factors related to family, neighborhood, and individual characteristics. The purpose was to identity factors that are positively associated with adolescent ethnic identity among a sample of 187 Latino adolescents with a mean age of 14.61. The findings suggested that family ethnic socialization was directly associated with exploration and resolution, but not ethnic affirmation. Analyses with moderator variables suggested that associations between family ethnic socialization and ethnic affirmation varied based on parental behaviors and neighborhood characteristics. The results also suggested that ethnic affirmation, but not exploration or resolution, was positively associated with teacher reports of school performance.

Experiences of racism, racial/ethnic attitudes, motivated fairness and mental health outcomes among primary and secondary school students.

PubMed

Priest, Naomi; Perry, Ryan; Ferdinand, Angeline; Paradies, Yin; Kelaher, Margaret

2014-10-01

While studies investigating the health effects of racial discrimination for children and youth have examined a range of effect modifiers, to date, relationships between experiences of racial discrimination, student attitudes, and health outcomes remain unexplored. This study uniquely demonstrates the moderating effects of vicarious racism and motivated fairness on the association between direct experiences of racism and mental health outcomes, specifically depressive symptoms and loneliness, among primary and secondary school students. Across seven schools, 263 students (54.4% female), ranging from 8 to 17 years old (M = 11.2, SD = 2.2) reported attitudes about other racial/ethnic groups and experiences of racism. Students from minority ethnic groups (determined by country of birth) reported higher levels of loneliness and more racist experiences relative to the majority group students. Students from the majority racial/ethnic group reported higher levels of loneliness and depressive symptoms if they had more friends from different racial/ethnic groups, whereas the number of friends from different groups had no effect on minority students' loneliness or depressive symptoms. Direct experiences of racism were robustly related to higher loneliness and depressive symptoms in multivariate regression models. However, the association with depressive symptoms was reduced to marginal significance when students reported low motivated fairness. Elaborating on the negative health effects of racism in primary and secondary school students provides an impetus for future research and the development of appropriate interventions.

Academic adjustment across middle school: the role of public regard and parenting.

PubMed

McGill, Rebecca Kang; Hughes, Diane; Alicea, Stacey; Way, Niobe

2012-07-01

In the current longitudinal study, we examined associations between Black and Latino youths' perceptions of the public's opinion of their racial/ethnic group (i.e., public regard) and changes in academic adjustment outcomes across middle school. We also tested combinations of racial/ethnic socialization and parent involvement in academic activities as moderators of this association. We used a 2nd-order latent trajectory model to test changes in academic adjustment outcomes in a sample of 345 Black and Latino urban youth across 6th, 7th, and 8th grades (51% female). Results revealed a significant average linear decline in academic adjustment from 6th to 8th grade, as well as significant variation around this decline. We found that parenting moderated the association between public regard and the latent trajectory of academic adjustment. Specifically, for youth who reported high racial/ethnic socialization and low parent academic involvement, lower public regard predicted lower academic adjustment in 6th grade. For youth who reported both low racial/ethnic socialization and low parent academic involvement, lower public regard predicted a steeper decline in academic adjustment over time. Finally, among youth who reported high racial/ethnic socialization and high parent academic involvement, public regard was not associated with either the intercept or the slope of academic adjustment. Thus, the combination of high racial/ethnic socialization and parent academic involvement may protect youths' academic motivation and performance from the negative effects of believing the public has low opinions of one's racial/ethnic group. Implications for protecting Black and Latino youths' academic outcomes from decline during middle school are discussed.

Perceived Differences and Preferred Norms: Dutch Physical Educators Constructing Gendered Ethnicity

ERIC Educational Resources Information Center

van Doodewaard, Corina; Knoppers, Annelies

2018-01-01

Many physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive student--teacher relationship and may…

Youths of Mexican Descent of the Southwest: Exploring Differences in Ethnic Labels

ERIC Educational Resources Information Center

Holley, Lynn C.; Salas, Lorraine Moya; Marsiglia, Flavio F.; Yabiku, Scott T.; Fitzharris, Blythe; Jackson, Kelly F.

2009-01-01

Knowledge of the factors that influence youths' choice of racial or ethnic labels would help us understand intragroup diversity, suggest ways in which school social workers can support youths' ethnic identity development, and learn whether youths who choose different combinations of labels may be grouped together for research purposes. This study…

Developing Black and Minority Ethnic Leaders: The Case for Customized Programmes

ERIC Educational Resources Information Center

Ogunbawo, Dolapo

2012-01-01

The provision of customized black and minority ethnic (BME) leadership courses and programmes is one of the measures being employed to address the under-representation of teachers and school leaders from minority ethnic backgrounds. This strategy has always attracted controversy as opinions have been divided about its value and benefits. Yet there…

Heritage and Identity: Ethnic Minority Students from South Asia in Hong Kong

ERIC Educational Resources Information Center

Gu, Mingyue; Patkin, John

2013-01-01

This article investigates the language attitudes, language practices and identity construction of a group of ethnic minority students in a secondary school in Hong Kong. Drawing on data from focus group and individual interviews, this research shows that the ethnic minority students negotiate and contest their heritage identity by utilizing their…

The Mediators of Minority Ethnic Underperformance in Final Medical School Examinations

ERIC Educational Resources Information Center

Woolf, Katherine; McManus, I. Chris; Potts, Henry W. W.; Dacre, Jane

2013-01-01

Background: UK-trained medical students and doctors from minority ethnic groups underperform academically. It is unclear why this problem exists, which makes it dif?cult to know how to address it. Aim: To investigate whether demographic and psychological factors mediate the relationship between ethnicity and ?nal examination scores. Sample: Two…

Ethnic Identity and Academic Achievement among Latino/a Adolescents

ERIC Educational Resources Information Center

Estela Zarate, Maria; Bhimji, Fazila; Reese, Leslie

2005-01-01

This study examines Latino/a adolescents' ethnic identities and academic achievement. In open-ended interviews, the high school aged youth employed cultural and nationality explanations for their ethnic label choices. In many cases, they did not commit to a specific label, employing instead language that indexed their fluid, border identities.…

Ethnicity, Class and Multicultural Education. Sociology of the School.

ERIC Educational Resources Information Center

Rizvi, Fazal

This monograph examines the nature of ethnicity as a general feature of human society, as it functions in Australia, and how it is used in the development of policy on multicultural education in Australia. Three influential accounts of ethnicity are examined, and it is argued that, although different, the theories share common problematics and…

Ethnic and Social Disparities in Different Types of Examinations in Undergraduate Pre-Clinical Training

ERIC Educational Resources Information Center

Stegers-Jager, K. M.; Brommet, F. N.; Themmen, A. P. N.

2016-01-01

Medical schools are increasingly faced with a more diverse student population. Generally, ethnic minority students are reported to underperform compared with those from the ethnic majority. However, there are inconsistencies in findings in different types of examinations. Additionally, little is known about the performance of first-generation…

Peer Victimization and Psychosocial Adjustment: The Experiences of Canadian Immigrant Youth

ERIC Educational Resources Information Center

McKenney, Katherine S.; Pepler, Debra; Craig, Wendy; Connolly, Jennifer

2006-01-01

The study explored the peer victimization experiences of immigrant youth in Canada. More specifically, their involvement in general victimization and ethnic victimization (i.e., being bullied on the basis of one's ethnic background) was examined using an ethnically-diverse sample of elementary and high school students. There were no significant…

The Role of Racial Discrimination in the Economic Value of Education Among Urban, Low-Income Latina/o Youth: Ethnic Identity and Gender as Moderators.

PubMed

Mroczkowski, Alison L; Sánchez, Bernadette

2015-09-01

The present study used resilience theory to explore relationships among perceived racial discrimination, ethnic identity, gender, and economic value of education (EVE) among urban, low-income, Latina/o youth. It was expected that racial discrimination would predict poorer perceptions of the EVE among Latina/o adolescents. Ethnic identity was hypothesized to buffer the negative effect of racial discrimination on Latina/o students' EVE. The participants in this study were 396 urban, low-income Latina/o high school students from a large, Midwestern city who completed surveys in both 9th- and 10th-grade. Structural equation modeling was used to test the relationships among racial discrimination, ethnic identity, and EVE. Results supported a protective model of resilience. Specifically, ethnic identity served as a protective factor by buffering the negative effect of perceived racial discrimination on EVE for male participants. The present study is the first to examine ethnic identity as a buffer of racial discrimination on EVE among Latina/o high school students. Future directions and implications are discussed.

Family carers' perspectives on post-school transition of young people with intellectual disabilities with special reference to ethnicity.

PubMed

Raghavan, R; Pawson, N; Small, N

2013-10-01

School leavers with intellectual disabilities (ID) often face difficulties in making a smooth transition from school to college, employment or more broadly to adult life. The transition phase is traumatic for the young person with ID and their families as it often results in the loss of friendships, relationships and social networks. The aim of this study was to explore the family carers' views and experiences on transition from school to college or to adult life with special reference to ethnicity. Forty-three families (consisting of 16 White British, 24 Pakistani, 2 Bangladeshi and one Black African) were interviewed twice using a semi-structured interview schedule. The carers were interviewed twice, Time 1 (T1) and Time 2 (T2), T2 being a year later to observe any changes during transition. The findings indicate that although transition planning occurred it was relatively later in the young person's school life. Parents were often confused about the process and had limited information about future options for their son or daughter. All family carers regardless of ethnicity, reported lack of information about services and expressed a sense of being excluded. South Asian families experienced more problems related to language, information about services, culture and religion. The majority of families lacked knowledge and awareness of formal services and the transition process. Socio-economic status, high levels of unemployment and caring for a child with a disability accounted for similar family experiences, regardless of ethnic background. The three key areas relevant for ethnicity are interdependence, religion and assumptions by service providers. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

Epidemiology of adolescent substance use in London schools.

PubMed

Penney, J; Dargan, P I; Padmore, J; Wood, D M; Norman, I J

2016-06-01

Alcohol and substance use in adolescence can be associated with a range of health, emotional, social, behavioural and legal problems. There has been a change in the recreational drugs available to users in recent years; however, little is known about how this impacts the youngest and most vulnerable population of substance users. To investigate the prevalence of substance use among children aged 15-18 years in London schools. Questionnaire survey. Students aged 15-18 years in three London schools self-completed the questionnaire which collected demographic data (age, gender and ethnicity) and data on frequency of use of alcohol, tobacco and classical recreational drugs and novel psychoactive substances. Completed surveys were available from 533 students (47.8% of those invited to participate). One hundred thirteen (20.4%) students reported lifetime use of at least one recreational drug, cannabis (96, 18.7%) was commonly reported and only 6 (1.1%) reported use of a novel psychoactive substance. A total of 250 (47.8%) reported using alcohol at least once; those from White and Mixed ethnic groups were more likely to report using alcohol than those in other ethnic groups. A total of 382 (74.2%) students reported using tobacco at least once, and students from ethnic minorities were more likely to smoke than their White counterparts. This study supports previous findings that alcohol and drug use are declining in adolescents in UK. There are different patterns of substance use amongst different ethnic groups; this is important to schools and policymakers planning interventions related to substance use in school-aged children. © The Author 2015. Published by Oxford University Press on behalf of the Association of Physicians. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Individualized Education Program Development Among Racially/Ethnically Diverse Children and Adolescents with Health Conditions.

PubMed

Hinojosa, Melanie Sberna; Hinojosa, Ramon; Nguyen, Jennifer; Bright, Melissa

2017-03-01

Background Black, Hispanic, and low income children bear a greater burden of chronic health conditions compared to wealthier white counterparts. Under federal law, schools provide services to children when their health conditions impair learning. These school services, called individualized education programs (IEPs) can reduce disparities in school outcomes. This paper examines the extent to which children with health conditions have an IEP plan, an important first step in understanding service utilization. Method Andersen's Behavioral Model was used to examine IEP plan presence by using the 2012 National Survey of Children's Health. School aged children (6-17), with at least one health condition (N = 16,496) were examined using multivariable logistic regression analysis to understand predisposing (age, sex, race/ethnicity), enabling (family and neighborhood), and need (health related) factors as predictors of having an IEP plan. Race/ethnicity interaction terms tested for moderating effects of race/ethnicity on the relationship between predisposing, enabling and need factors and having an IEP plan. Results Hispanic children were 93.4 % (OR = .066) less likely and Black children were 87.9 % (OR = .121) less likely to have an IEP plan compared to White children. Black, Hispanic, and Multiracial children were more likely to have an IEP plan if they had more family and neighborhood resources (OR range 1.37-1.62) and greater health needs and health care needs (OR range 1.29-2.57). Conclusion The Behavioral Model was useful in predicting the presence of IEP plans among racially/ethnically diverse children with health conditions as an important step in understanding disparities in healthcare access in schools.

“You Get Beautiful Teeth Down There”: Racial/Ethnic Minority Older Adults’ Perspectives on Care at Dental School Clinics

PubMed Central

Northridge, Mary E.; Schenkel, Andrew B.; Birenz, Shirley; Estrada, Ivette; Metcalf, Sara S.; Wolff, Mark S.

2017-01-01

To help eliminate reported racial/ethnic and socioeconomic inequities in oral health care, listening to the perspectives of racial/ethnic minority older adults on their experiences with dental school clinics is needed. The aim of this study was to examine the experiences of African American, Puerto Rican, and Dominican older adults who attend senior centers in upper Manhattan, New York City, regarding the care received at dental school clinics. Focus groups were conducted from 2013 to 2015 with 194 racial/ethnic minority men and women aged 50 years and older living in upper Manhattan. All of the 24 focus group sessions were digitally audiorecorded and transcribed for analysis. Groups conducted in Spanish were transcribed first in Spanish and then translated into English. Analysis of the transcripts was conducted using thematic content analysis. Seven subthemes were manifest in the data related to these adults’ positive experiences with dental school clinics: excellent outcomes and dentists, painless and safe treatment, affordable care, honest and reputable, benefits of student training, accepting and helpful, and recommended by family and friends. Negative experiences centered around four subthemes: multiple visits required for treatment, loss of interpersonal communication due to use of technology, inconvenient location, and perceived stigma with Medicaid. This study provided novel evidence of the largely positive experiences with dental schools of racial/ethnic minority senior center attendees. Interventions targeted at the organization and provider level, including organizational motivation, resources, staff attributes, climate, and teamwork plus payment programs and services, insurance and affordability, and provider- and system-level supports, may improve health care processes and patient experiences of care. PMID:29093140

"You Get Beautiful Teeth Down There": Racial/Ethnic Minority Older Adults' Perspectives on Care at Dental School Clinics.

PubMed

Northridge, Mary E; Schenkel, Andrew B; Birenz, Shirley; Estrada, Ivette; Metcalf, Sara S; Wolff, Mark S

2017-11-01

To help eliminate reported racial/ethnic and socioeconomic inequities in oral health care, listening to the perspectives of racial/ethnic minority older adults on their experiences with dental school clinics is needed. The aim of this study was to examine the experiences of African American, Puerto Rican, and Dominican older adults who attend senior centers in upper Manhattan, New York City, regarding the care received at dental school clinics. Focus groups were conducted from 2013 to 2015 with 194 racial/ethnic minority men and women aged 50 years and older living in upper Manhattan. All of the 24 focus group sessions were digitally audiorecorded and transcribed for analysis. Groups conducted in Spanish were transcribed first in Spanish and then translated into English. Analysis of the transcripts was conducted using thematic content analysis. Seven subthemes were manifest in the data related to these adults' positive experiences with dental school clinics: excellent outcomes and dentists, painless and safe treatment, affordable care, honest and reputable, benefits of student training, accepting and helpful, and recommended by family and friends. Negative experiences centered around four subthemes: multiple visits required for treatment, loss of interpersonal communication due to use of technology, inconvenient location, and perceived stigma with Medicaid. This study provided novel evidence of the largely positive experiences with dental schools of racial/ethnic minority senior center attendees. Interventions targeted at the organization and provider level, including organizational motivation, resources, staff attributes, climate, and teamwork plus payment programs and services, insurance and affordability, and provider- and system-level supports, may improve health care processes and patient experiences of care.

Racial and Ethnic Differences in Students' Selection of a Doctoral Program to Attend From Those Offering Admission: The Case of Biomedical Sciences

NASA Astrophysics Data System (ADS)

Bar, Donald A.; Wanat, Stan; Gonzalez, Mariaelena

Most graduate training programs in the biomedical sciences try to attract qualified candidates from underrepresented racial and ethnic groups; however, some universities have more success than others in enrolling students to whom admission is offered. In order to better understand how students select the school they will attend from those offering admission, we studied the experience of two cohorts of applicants to a doctoral program in the biomedical sciences at Stanford University. Based on interviews with 59 students, we conclude that students use different criteria in deciding the schools to which they will apply than they do in selecting the school they will attend from those offering admission. While we found striking consistency across racial and ethnic groups in the criteria used in selecting schools for application, we found clear differences in the factors affecting the choice of school to attend. Especially for Latino and African American students, the perceived quality of the interpersonal environment and a sense of inclusion were key determinants in selecting the school to attend. In this regard, Latino students found the environment at Stanford more welcoming than African American students did.

After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls.

PubMed

Taverno Ross, S E; Dowda, M; Colabianchi, N; Saunders, R; Pate, R R

2012-09-01

After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls. Copyright © 2012 Elsevier Ltd. All rights reserved.

Cultural Socialization and School Readiness of African American and Latino Preschoolers

PubMed Central

Caughy, Margaret O’Brien; Owen, Margaret Tresch

2014-01-01

Cultural socialization practices are common among ethnic minority parents and important for ethnic minority child development. However, little research has examined these practices among parents of very young children. In this study, we report on cultural socialization practices among a sample of parents of low income, African American (n = 179) and Latino (n = 220) preschool-age children in relation to children’s school readiness. Cultural socialization was assessed when children were 2½ years old, and child outcomes assessed one year later included pre-academic skills, receptive language, and child behavior. Children who experienced more frequent cultural socialization displayed greater pre-academic skills, better receptive language, and fewer behavior problems. This association did not differ by child gender or ethnicity. The implications of these findings for the development of parent interventions to support school readiness are discussed. PMID:25364832

Grandfather caregivers: race and ethnic differences in poverty.

PubMed

Keene, Jennifer R; Prokos, Anastasia H; Held, Barbara

2012-01-01

We use data from the 2006 American Community Survey to examine race and ethnic differences in the effects of marital status and co-residence of the middle generation on the likelihood of poverty among grandfathers who have primary responsibility for co-resident grandchildren (N = 3,379). Logistic regression results indicate that race/ethnicity and household composition are significant predictors of poverty for grandfather caregivers: non-Hispanic white grandfathers, those who are married, and those with a co-resident middle generation are the least likely to be poor. The effects of race/ethnicity, marital status, and the presence of a middle generation are, however, contingent upon one another. Specifically, the negative effect of being married is lower among grandfathers who are Hispanic, African American, non-Hispanic, and non-Hispanics of other race/ethnic groups compared to whites. In addition, having a middle generation in the home has a larger negative effect on poverty for race/ethnic minority grandfathers than for non-Hispanic whites. Finally, the combined effects of marriage and a middle generation vary across race/ethnic group and are associated with lower chances of poverty among some groups compared with others. We use the theory of cumulative disadvantage to interpret these findings and suggest that race/ethnicity and household composition are synergistically related to economic resources for grandfather caregivers.

Patterns of Sexual Behavior in Lowland Thai Youth and Ethnic Minorities Attending High School in Rural Chiang Mai, Thailand.

PubMed

Aurpibul, Linda; Tangmunkongvorakul, Arunrat; Musumari, Patou Masika; Srithanaviboonchai, Kriengkrai; Tarnkehard, Surapee

2016-01-01

The rural areas of Northern Thailand are home to a large cultural diversity of ethnic minority groups. Previous studies have shown that young people in rural Thailand have low levels of knowledge on HIV/AIDS and high sexual risks. We compared sexual behaviors between the lowland Thai youth and the youth from ethnic minority groups. This is a cross-sectional quantitative study conducted among high-school Thai and ethnic students in Chiang Mai. From a total 1215 participants, 487 (40.1%) were lowland Thai and 728 (59.9%) were from ethnic minorities. Overall, 17.9% of respondents reported "ever had sex." Lowland Thai adolescents were more likely to have ever had sex compared with ethnic minority adolescents (AOR, 1.61; CI, 1.06-2.45; P< 0.01). A higher proportion of lowland Thai respondents reported having ≥ 2 lifetime sexual partners (51.9% vs. 33.3%, P = 0.003), or currently having a boy/girlfriend (59.9% vs. 45.3%, P< 0.001) compared to ethnic minority adolescents. Consistent condom use was low in both groups (22.6%). The common significant factors associated with "ever had sex" in both groups were "ever drunk alcohol in the past year" and "currently having a boy/girlfriend." Specifically, for lowland Thai youth, being around the age of 17 or 18 years and "ever used methamphetamine in the past year" were associated with increased odds of "ever had sex". For ethnic minority adolescents, being female and belonging to religions other than Buddhism were associated with decreased odds of "ever had sex". A substantially higher proportion of lowland Thai engage in risky sexual behaviors when compared to ethnic minorities. However, both groups remained vulnerable to HIV and other sexually transmitted infections. To minimize sexual risks, education program and school-based interventions are warranted to increase awareness of young people about risky behaviors and to promote essential life skills.

Moderating Effects of Group Status, Cohesion, and Ethnic Composition on Socialization of Aggression in Children's Peer Groups

ERIC Educational Resources Information Center

Shi, Bing; Xie, Hongling

2014-01-01

We explored the effects of 3 group features (i.e., status, cohesion, and ethnic composition) on socialization processes of aggression in early adolescents' natural peer social groups. Gender differences in these effects were also determined. A total of 245 seventh-grade individuals belonging to 65 peer groups were included in the analyses. All 3…

Controlling parental feeding practices and child body composition in ethnically and economically diverse preschool children.

PubMed

Wehrly, Sarah E; Bonilla, Chantal; Perez, Marisol; Liew, Jeffrey

2014-02-01

Controlling parental feeding practices may be associated with childhood overweight, because coercive or intrusive feeding practices may negatively impact children's development of self-regulation of eating. This study examined pressuring or forcing a child (healthy or unhealthy foods) and restricting child from unhealthy or snack foods as two types of controlling feeding practices that explain unique variances in measures of child body composition (BMI, percent body fat, and parental perception of child weight). In an ethnically and economically diverse sample of 243 children aged 4-6years old and their biological parents (89% biological mothers, 8% biological fathers, and 3% step or grand-parent), descriptive statistics indicate ethnic and family income differences in measures of feeding practices and child body composition. Additionally, the two "objective" indices of body composition (BMI and percent body fat) were related to low pressure to eat, whereas the "subjective" index (perceived child weight) was related to restriction. Regression analyses accounting for ethnic and family income influences indicate that pressure to eat and restriction both explained unique variances in the two "objective" indices of body composition, whereas only restriction explained variance in perceived child weight. Findings have implications for helping parents learn about feeding practices that promote children's self-regulation of eating that simultaneously serves as an obesity prevention strategy. Copyright © 2013 Elsevier Ltd. All rights reserved.

School Segregation and Disparities in Urban, Suburban, and Rural Areas

PubMed Central

Logan, John R.; Burdick-Will, Julia

2018-01-01

Much of the literature on racial and ethnic educational inequality focuses on the contrast between Black and Hispanic students in urban areas and white suburban students. This study extends past research on school segregation and racial/ethnic disparities by highlighting the importance of rural areas and regional variation. Although schools in rural America are disproportionately white, they nevertheless are like urban schools, and disadvantaged relative to suburban schools, in terms of poverty and test performance. The group most affected by rural school disadvantage is Native Americans, who are a small share of students nationally but much more prominent and highly disadvantaged in rural areas, particularly in some parts of the country. These figures suggest a strong case for including rural schools in the continuing conversation about how to deal with unfairness in public education. PMID:29430018

Arizona Charter Schools: Resegregating Public Education?

ERIC Educational Resources Information Center

Cobb, Casey D.; Glass, Gene V.

An Arizona study examined whether charter schools contribute to the racial/ethnic segregation of students in publicly funded schools. Data included Arizona school enrollment data for 1996, 1998, and 2002; school addresses for 2002 charter schools; and other relevant information specific to charter schools, obtained from the Arizona Department of…

Less favorable body composition and adipokines in South Asians compared with other US ethnic groups: results from the MASALA and MESA studies.

PubMed

Shah, A D; Kandula, N R; Lin, F; Allison, M A; Carr, J; Herrington, D; Liu, K; Kanaya, A M

2016-04-01

Small studies have shown that South Asians (SAs) have more total body, subcutaneous, visceral and hepatic fat and abnormal adipokine levels compared with Whites. However, comprehensive studies of body composition and adipokines in SAs compared with other ethnic groups are lacking. Using harmonized data, we performed a cross-sectional analysis of two community-based cohorts: Mediators of Atherosclerosis of South Asians Living in America (MASALA, n=906) and Multi-Ethnic Study of Atherosclerosis (MESA which included 2622 Whites, 803 Chinese Americans, 1893 African Americans and 1496 Latinos). General linear models were developed to assess the ethnic differences in ectopic fat (visceral, intermuscular and pericardial fat; and hepatic attenuation), lean muscle mass and adipokines (adiponectin and resistin). Models were adjusted for age, sex, site, alcohol use, smoking, exercise, education, household income and body mass index. Ectopic fat models were additionally adjusted for hypertension, diabetes, high-density lipoprotein and triglycerides. Adipokine models were adjusted for subcutaneous, visceral, intermuscular and pericardial fat; and hepatic attenuation. Compared with all ethnic groups in MESA (Whites, Chinese Americans, African Americans and Latinos), SAs had greater intermuscular fat (pairwise comparisons with each MESA group, P<0.01), lower hepatic attenuation (P<0.001) and less lean mass (P<0.001). SAs had greater visceral fat compared with Chinese Americans, African Americans and Latinos (P<0.05) and greater pericardial fat compared with African Americans (P<0.001). SAs had lower adiponectin levels compared with other ethnic groups (P<0.01; except Chinese Americans) and higher resistin levels than all groups (P<0.001), even after adjusting for differences in body composition. There are significant ethnic differences in ectopic fat, lean mass and adipokines. A less favorable body composition and adipokine profile in SAs may partially explain the increased predisposition to cardiometabolic disease. The mechanisms that underlie these differences warrant further investigation.

Math Achievement and Self-Efficacy of Linguistically and Ethnically Diverse High School Students: Their Relationships with English Reading and Native Language Proficiency

ERIC Educational Resources Information Center

Son, Elena

2015-01-01

The under-preparation in math at the high school and college levels, as well as the low participation of ethnically and linguistically diverse individuals in STEM fields are concerning because their preparation for work in these areas is essential for the U.S. to remain competitive in the innovative knowledge economy. While there is now a…