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Journal articles on the topic 'Black girl school performance'
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1
Hamilton, Heather, Frederick C. Lunenburg, John R. Slate, and Wally Barnes. "Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis." International Journal of Social Learning (IJSL) 1, no. 3 (2021): 218–35. http://dx.doi.org/10.47134/ijsl.v1i3.31.
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Analyzed in this research study was the degree to which demographic characteristics (i.e., economic status, ethnicity/race, English Language Learner status) of Grade 3 students in Texas schools was related to their reading achievement as assessed by the State of Texas Assessment of Academic Readiness (STAAR) Reading test. Archival data from the Texas Education Agency, Public Education Information Management System, were analyzed using a causal-comparative research design. Specifically examined was each of the variables listed above for 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years separately for boys and girls, followed by comparing these variables across the four school years. Statistically significant results were present in all four school years for boys and girls. In three of the four years analyzed regarding boys' performance, being Poor, Black, or Hispanic was indicative of not meeting the Meets Grade Level standard. In three of the four years investigated regarding girls' performance, being White or Asian was indicative of meeting the Meets Grade Level standard. Implications for policy and practice, as well as recommendations for future research, are provided.
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Esposito, Jennifer, and Erica B. Edwards. "When Black Girls Fight: Interrogating, Interrupting, and (Re)Imagining Dangerous Scripts of Femininity in Urban Classrooms." Education and Urban Society 50, no. 1 (2017): 87–107. http://dx.doi.org/10.1177/0013124517729206.
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The recent death of Amy Joyner, a promising Wilmington, Delaware, high school sophomore demonstrates very clearly the ways in which Black girls are made vulnerable in urban schools. Joyner, an honor roll student, was jumped by a group of girls in the bathroom just before classes began. The alleged cause of the fight was jealousy over a boy. Black girls are bombarded with popular culture messages defining Black femininity along narrow notions of sex appeal, maintaining romantic relationships, and having the ability to fight. Black girls are neither invited in the process of critically examining their popular representation nor supported in thinking through its impact in their own lives. This aspect of the null curriculum, coupled with Black girls’ persistent criminalization, makes schools risky places for Black girls. They are left to navigate a society which misunderstands their gender performance without the support or opportunities they need to develop authentic definitions of self, all the while being held subject to beliefs, policies, and practices which surveil and contain them. Despite the neoliberal assault urban educators face, this article argues that urban educators have an epistemic responsibility to critically examine the denigration of Black womanhood in society, incorporate critical media literacy lessons as one response, and pedagogically support Black girls in the creation of counternarratives as a matter of ethical import. Without such practices, urban schools remain complicit in the physical and civic deaths of Amy Joyner, the girls who attacked her, and all other Black girls caught in the web of risk many urban schools leave unexamined.
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Carter, Rona, Faheemah N. Mustafaa, and Seanna Leath. "Teachers’ Expectations of Girls’ Classroom Performance and Behavior: Effects of Girls’ Race and Pubertal Timing." Journal of Early Adolescence 38, no. 7 (2017): 885–907. http://dx.doi.org/10.1177/0272431617699947.
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Experiencing an early pubertal transition has been shown to increase the risk for internalizing and externalizing outcomes among girls. It is less clear how the expectations of other individuals can be critical determinants of vulnerability for early developers. This study used an experimental design to examine whether the expectations of teachers might be influenced by girls’ pubertal timing (early, on-time, late) and race (Black, White). Elementary school teachers ( N = 220; Mage = 43 years; 91% female; 84% White) were randomly shown behavior vignettes consisting of drawings of girls in varying stages of pubertal development. They then rated each girl’s future academic/social functioning. Results demonstrated that teachers expected White and Black early developers to have more academic/social problems. Teachers also ascribed more academic/social problems to Black early developers relative to White early developers. The findings offer new insights into the synergistic linkages between pubertal timing and teachers’ expectations, with girls’ race accentuating this relationship.
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Narchi, H. "A girl with poor school performance." European Journal of Pediatrics 159, no. 1-2 (2000): 121–22. http://dx.doi.org/10.1007/s004310050026.
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Gumbs, Alexis Pauline. "Silence and Sound in Black Girl Utopia." Departures in Critical Qualitative Research 6, no. 3 (2017): 90–97. http://dx.doi.org/10.1525/dcqr.2017.6.3.90.
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Ladeedah is an audio novella that takes place in a Black utopic space after “the improvised revolution.” Ladeedah is a tone-deaf, rhythm-lacking Black girl in a world where everyone dances and sings at all times. What is Ladeedah's destiny as a quiet, clumsy genius in a society where movement and sound are the basis of the social structure and the definition of freedom? This excerpt from Ladeedah focuses on Ladeedah's attempts to understand the meaning of revolution from her own perspectives—at home, at school, and in her own mind and body.
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Kalyan-Masih, Violet. "Cognitive Performance and Cognitive Style." International Journal of Behavioral Development 8, no. 1 (1985): 39–54. http://dx.doi.org/10.1177/016502548500800104.
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This is the third in a series of "India Studies". It investigated within Piaget and Witkin's theories: (1) the relationships among cognitive performance and cognitive style and predictive possibilities; and (2) performance differences by sex, school, grade, and income. The Sample consisted of 92 boys and girls of ages 12-15 years studying in private and government schools in Delhi, India; 47 children in grades 5-7, and 45 in grades 8-10; and 28, 35, and 29 children in the three income levels respectively. Assessment measures were: Liquid Conservation, Islands, Goat-Lion, Hanoi Tower, Rabbits (Piagetian); Block Design (WISC-R); Paper Cutting, and Memory Design (Stanford-Binet); and Children's Embedded Figures Test. Data were analyzed by correlational analyses, varimax and oblique factor analyses, multiple regression, and two-way ANOVA: grade (2)Xincome (3). Cognitive style correlated significantly with cognitive performance and proved to be a good predictor. Factor analysis showed a common underlying construct in spite of different theoretical formulations. Developmental differences by grade, and performance differences by income levels, sex and school type were noted. These findings supported those of earlier research and demonstrated the applicability of Piaget and Witkin's theories for a non-Western sample.
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Hill, Dominique C. "And Who Will Revere the Black Girl." Gender & Society 35, no. 4 (2021): 546–56. http://dx.doi.org/10.1177/08912432211029394.
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While the mainstream media continues to narrowly define justice and reduce the site of its presence or absence to murder scenes and court cases, justice is often foreclosed long before someone is murdered and we must #SayHerName. To expand the project of Black mattering beyond race and physical death, this essay animates how body policing through school dress code policy sanctions racial-sexual violence and provide girls with an ultimatum: either abandon body sovereignty and self-expression, or accept the consequences of being read as a distraction, a problem. (Re)membering classic Black feminist theory and the 2013 case of Vanessa Van Dyke, this essay locates these underrecognized facets of state violence as an extension of the #SayHerName project. Through a Black girlhood studies framework, the author underscores embodiment as an essential measure of justice and reframes mattering through the importance of Black girls’ crowns.
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Baker, Courtney R. "Framing Black Performance." Camera Obscura: Feminism, Culture, and Media Studies 35, no. 2 (2020): 37–61. http://dx.doi.org/10.1215/02705346-8359506.
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Recent African American film scholarship has called for an attention to the structures of black representation on screen. This work echoes the calls made in the 1990s by black feminist film and cultural scholars to resist the allure of reading for racial realism and to develop more appropriate critical tools and terms to acknowledge black artistic innovations. This essay takes up and reiterates that call, drawing attention to the problems of film interpretation that attend to a version of historical analysis without an understanding of form and medium. Foregrounding film as a terrain of struggle, the essay mobilizes an analysis of the 2014 film Selma to illuminate the multiple resonances of the concept representation. Focusing on the film’s representation of women and girl characters, the essay argues that cinematic play with the terms and conditions of representation comment powerfully on the limitations of cinematic and historical discourses to speak about the black femme as a political subject. Analysis of Selma exposes the key problems of reception and criticism facing contemporary African American film. The film speaks to the failure of de jure representational regimes in post–civil rights movement America and offers up the cinematic terrain as an important twenty-first-century site of African American struggle.
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Ms. Minakshi Rabha, Dr Moyuri Sarma,. "An Investigation on Attitude Towards Learning Mathematics Among Higher Secondary School Students." Psychology and Education Journal 58, no. 2 (2021): 6393–98. http://dx.doi.org/10.17762/pae.v58i2.3165.
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While assessing mathematics performance, attitude towards mathematics and Mathematics learning are frequently cited as factors contributing to success. The present study has been conducted to investigate students’ attitude towards learning mathematics in the higher secondary schools of Assam, India. It is sought to understand the influence of Gender and School Environment (Government and Private) in the study of the subject Mathematics. ATMS (Attitude Towards Mathematics Scale), developed by Dr. S. C. Gakhar, and Dr. Rajni was used to find out the attitude of students towards learning mathematics and their achievement in mathematics both in terms of gender as well as school management pattern. Out of a population of 340 students studying at the higher secondary (10+1) level in the Balijana Block of Goalpara District, a sample of 102 students (56 boys and 46 girls) were selected through Stratified Random sampling technique. One Provincialized, one Government and two Private schools were selected based on purposive sampling technique. The achievement of the students in Mathematics at higher secondary level depends on the gender of the students. The study revealed that achievement level of the male students in Mathematics at higher secondary level is more than that of their female counterparts. The achievement of the students in Mathematics at higher secondary level depends on the school environment. The achievement level of the students in private schools is better than the Government schools. The male students show more positive attitude towards learning Mathematics than the female students. Among the eight components, in few components students of Government schools show more positive attitude than Private schools. Whereas, in some components students of Private schools show more positive attitude than students of Government schools. Therefore, attitudes towards mathematics can be developed through encouraging students and motivating them for learning through constructivism and innovations. Teachers, school environment and home environment should be conducive and shouldn’t hamper students’ mathematical performance throughout their schooling
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Bradley, Robert H., Stephen L. Rock, Bettye M. Caldwell, Pandia T. Harris, and Holly M. Hamrick. "Home Environment and School Performance among Black Elementary School Children." Journal of Negro Education 56, no. 4 (1987): 499. http://dx.doi.org/10.2307/2295348.
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Baumgartner, Kabria. "Searching for Sarah: Black Girlhood, Education, and the Archive." History of Education Quarterly 60, no. 1 (2020): 73–85. http://dx.doi.org/10.1017/heq.2019.49.
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Roberts v. City of Boston is a well-known legal case in the history of US education. In 1847, the Boston School Committee denied Sarah C. Roberts, a five-year-old African American girl, admission to the public primary school closest to her home. She was instead ordered to attend the all-black Abiel Smith School, about a half-mile walk from her home. In March 1848, Sarah's father, Benjamin, sued the city of Boston for denying Sarah the right to attend the public school closest to her home. The case wound its way through the courts, eventually reaching the Massachusetts Supreme Judicial Court. In 1850, Chief Justice Lemuel Shaw ruled in favor of the city of Boston, affirming that the Boston School Committee had “not violated any principle of equality, inasmuch as they have provided a school with competent instructors for the colored children, where they enjoy equal advantages of instruction with those enjoyed by the white children.” And thus, the doctrine of separate but equal was born in Massachusetts.
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Delrosso, Jeana. "Catholicism's Other(ed) Holy Trinity: Race, Class, and Gender in Black Catholic Girl School Narratives." NWSA Journal 12, no. 1 (2000): 24–43. http://dx.doi.org/10.2979/nws.2000.12.1.24.
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Ealey, Jordan. "Young, Bubbly, and Black: The Affective Performance of Black Girlhood in Kirsten Childs's The Bubbly Black Girl Sheds Her Chameleon Skin." Black Scholar 50, no. 4 (2020): 55–64. http://dx.doi.org/10.1080/00064246.2020.1810381.
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Johnson, D. G., S. M. Lloyd, R. F. Jones, and J. Anderson. "Predicting academic performance at a predominantly black medical school." Academic Medicine 61, no. 8 (1986): 629–39. http://dx.doi.org/10.1097/00001888-198608000-00001.
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McKinney, Carolyn. "Schooling in black and white: assimilationist discourses and subversive identity performances in a desegregated South African girls’ school." Race Ethnicity and Education 13, no. 2 (2010): 191–207. http://dx.doi.org/10.1080/13613321003726876.
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Ealey, Jordan. "crushed little stars." Girlhood Studies 14, no. 2 (2021): 16–28. http://dx.doi.org/10.3167/ghs.2021.140203.
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This is a performative engagement with the theory and practice of Black girlhood. I begin with an excerpt from my play-in-process, crushed little stars, which is itself a meditation on the sad Black girl. I share this process of play not only to present play making as a powerful epistemological tool, but also to blur the boundaries between what constitutes theory as opposed to practice. I (re)imagine Black girl sociality as a site of restoration and healing against the racist, sexist, and ageist world with which Black girls are forced to contend. Accordingly, this project contributes to the diversification of girlhood studies, challenging the disciplinarity of the field by extending ethnographic and sociological perspectives to include the vantage point of performance and creative practice.
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Maharjan, Shyam Krishna, Bhimsen Devkota, and Chitra Bahadur Budathoki. "Early Sexual Behaviours and Academic Performance of In-school Adolescent Girls in Kathmandu Valley." Journal of Health Promotion 6 (November 25, 2018): 70–79. http://dx.doi.org/10.3126/jhp.v6i0.21806.
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The purpose of the current study is to analyze the association between early sexual behaviour and academic achievement of adolescent girl students. Girl students as well as the health education teachers of higher secondary schools from three districts of Kathmandu valley and the stakeholders from respective areas were selected purposively covering the public as well as private schools. Data were collected through questionnaire, focus group discussions and key informant interview. Quantitative data were analyzed using SPSS while the qualitative data were transcribed and translated into English and thematically analyzed. It is revealed that almost all girls wanted to make friends from both sex, preferably from same sex. More than half of the girls had a boyfriend or boyfriends. Among the total who had boyfriends four out of ten had dated but only a small proportion (2%) had spent their time with their boyfriends. It was revealed that having a boyfriend is one of the main factors for initiating sexual activity due to pressure from their boyfriends. Around 28% were involved in different forms of sexual behaviour like kissing, hugging, body rubbing and touching sexual organs. However, very fewer (only 6 out of 400 girls) were involved in sexual activity and only half of those involved in sexual activity used condoms. Interviews also revealed that girls became shy when the matter of sex was taught in the classroom. They even could not talk freely about menstruation with teachers. The findings show that no statistical difference exists between sexual behaviour and academic performance of adolescent girl students of Kathmandu valley.Journal of Health Promotion Vol.6 2008, p.70-79
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Jennings, Kyesha. "City Girls, hot girls and the re-imagining of Black women in hip hop and digital spaces." Global Hip Hop Studies 1, no. 1 (2020): 47–70. http://dx.doi.org/10.1386/ghhs_00004_1.
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Through a hip hop feminist lens, how are we to interpret black girls’ and women’s self-identification in digital spaces that visibly resonate with new/remixed images? And more importantly, what happens when black female rap artists and their fan base disrupt, subvert or challenge dominant gender scripts in hip hop in order to navigate broader discourses on black female sexuality? Drawing on the work of Joan Morgan and hip hop feminist scholarship in general, this essay aims to offer a critical reading of ‘hot girl summer’. Inspired by Houston rapper Megan Thee Stallion’s lyrics on ‘Cash Shit’, where she raps about ‘real hot girl shit’, the phrase has morphed into a larger-than-life persona not only for Megan’s rap superstar profile, but also for a number of black girls. According to Megan, a hot girl summer is ‘about women and men being unapologetically them[selves] […] having a good-ass time, hyping up their friends, doing [them]’. What does ‘hot girl summer’ tell us about significant changes in the ways that black women cultivate community in digital spaces, how they construct their identities within systems of controlling images and grapple with respectability politics? In order to address these questions with a critical lens, using an interdisciplinary approach grounded in black feminism and hip hop feminism, this essay offers a theoretical approach to a digital hip hop feminist sensibility (DHHFS). Too little has been said about black women’s representation in digital spaces where they imagine alternative gender performance, disrupt hegemonic tropes and engage in participatory culture.
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THOMAS, LYNN M. "THE MODERN GIRL AND RACIAL RESPECTABILITY IN 1930S SOUTH AFRICA." Journal of African History 47, no. 3 (2006): 461–90. http://dx.doi.org/10.1017/s0021853706002131.
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This essay rethinks the gender history and historiography of interwar sub-Saharan Africa by deploying the heuristic device of the ‘modern girl’ to consider how global circuits of representation and commerce informed this period of gender tumult. This device has been developed by a research group at the University of Washington to understand the global emergence during the 1920s and 1930s of female figures identified by their cosmopolitan look, their explicit eroticism and their use of specific commodities. Previous scholarship has suggested that a black modern girl imbricated in international circuits of images, ideologies and commodities only became visible in southern Africa in the post-Second World War period. Yet, analysis of the black newspaper Bantu World reveals the emergence of such a figure by the early 1930s. The modern girl heuristic helps to situate race as a key category of analysis in scholarship on women and gender in interwar Africa as contemporaries consistently debated her in racial terms. In South Africa, some social observers saw African young women’s school education, professional careers and cosmopolitan look as contributing to ‘racial uplift’. Others accused the African modern girl of ‘prostituting’ her sex and race by imitating white, coloured or Indian women, and by delaying or avoiding marriage, dressing provocatively and engaging in premarital and inter-racial sex. Cosmetics use was one of the most contentious issues surrounding the black modern girl because it drew attention to the phenotypic dimensions of racial distinctions. By analysing a beauty contest in Bantu World together with articles and letters on, and advertisements for, cosmetics, this essay demonstrates how, in white-dominated segregationist South Africa, the modern girl emerged through and posed challenges to categories of race and respectability.
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Callier, Durell M. "Living in C Minor." Qualitative Inquiry 22, no. 10 (2016): 790–94. http://dx.doi.org/10.1177/1077800416667686.
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This autoethnographic performance interrogates the centrality of music to queering Black masculinity. Theorizing from my lived experience, I highlight how Black girl hand games, countertenor performances in Soul music, and male vocalist performances in Gospel music intervene and provide alternative entryways to understanding Black masculinity. Three pivotal moments from the authors’ life, which span the aforementioned genres of music, are explored to elucidate the subtle and direct messages Black men and boys receive about “proper” gender performance. Through critical engagements with performance theory and Black queer theory, this performance illuminates the multiple and at times contested meanings of Black masculinity as navigated by the author within familial, educational, and religious settings. Moreover, this performance highlights the creative interventions and transgressive alternative masculinities necessary for the survival of Black queer individuals and communities as offered through music.
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Downey, Douglas B. "Black/White Differences in School Performance: The Oppositional Culture Explanation." Annual Review of Sociology 34, no. 1 (2008): 107–26. http://dx.doi.org/10.1146/annurev.soc.34.040507.134635.
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Benzamin, Md, Zannatul Ferdous Sonia, Md Rukunuzzaman, Khan Lamia Nahid, and Bishnu Pada Dey. "A 10-year-old girl presenting with jaundice, deterioration of school performance and itching." Bangabandhu Sheikh Mujib Medical University Journal 12, no. 4 (2019): 192–98. http://dx.doi.org/10.3329/bsmmuj.v12i4.43325.
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This article has no abstract. The first 100 words appear below:
 A 10-year-old immunized girl, 6th issue of consanguineous parents, presented with the complaints of jaundice for the last 2 years and deterioration of school performance for the same duration. She also had generalized itching for the last 6 months. She had no history of altered sleep pattern, any gastrointestinal bleeding, surgical or dental procedures, history of blood and blood products transfusion, taking any offending drugs, sib death or family history of such type of illness.
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Scott, Janelle, and Adriana Villavicencio. "School Context and Charter School Achievement: A Framework for Understanding the Performance “Black Box”." Peabody Journal of Education 84, no. 2 (2009): 227–43. http://dx.doi.org/10.1080/01619560902810161.
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Civil, Gabrielle, and Zetta Elliott. "Opening Up Space for Global Black Girls." Departures in Critical Qualitative Research 6, no. 3 (2017): 11–33. http://dx.doi.org/10.1525/dcqr.2017.6.3.11.
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In this innovative dialogue, Gabrielle Civil and Zetta Elliott consider how their work inside and outside of the academy “opens up space” for Black girls in the United States and throughout the African diaspora. In her performance art and curation, Civil activates the presence and absence of diasporic Black girls and celebrates their creative potential. In her books for young readers, Elliott disrupts literary conventions by centering Black girl protagonists and using the fantasy genre not for escape but empowerment. Linking the critical and creative, this dialogue showcases reflection and embodied knowledge of Black girls and women.
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Drozdowska, Alina, Michael Falkenstein, Gernot Jendrusch, et al. "Interrelations of Physical Fitness and Cognitive Functions in German Schoolchildren." Children 8, no. 8 (2021): 669. http://dx.doi.org/10.3390/children8080669.
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This study investigated the relationship between different levels of physical fitness and cognitive functions in boys and girls. Schoolchildren from a comprehensive school in Germany (n = 211, 39% girls, 5th and 6th grade) attended regular or sport-focused classes with different numbers of physical education (PE) classes per week (3 vs. 5–6 h). Performance of physical fitness was tested according to endurance, strength, speed, coordination and flexibility. Four computerized instruments (switch task, 2-back task, Corsi block-tapping task and flanker task) were used to test cognitive functions. Additional predictors, sex, age, PE class, Body Mass Index and physical activity, were included in analyses. The results showed that physical fitness was associated with improved attention and memory functions in children, although the associations were mostly small. After Bonferroni correction, mainly coordination was related to improved cognition. Physical activity, i.e., step counts, PE class and sex were associated with specific cognitive outcomes. These findings may be important for effective health promotion, and supporting children’s education in the school environment. Sex-specific physical activities in school could potentially lead to greater cognitive benefits in children. Randomized trials are needed to replicate these results.
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Rosario, R. Josiah, Imani Minor, and Leoandra Onnie Rogers. "“Oh, You’re Pretty for a Dark-Skinned Girl”: Black Adolescent Girls’ Identities and Resistance to Colorism." Journal of Adolescent Research 36, no. 5 (2021): 501–34. http://dx.doi.org/10.1177/07435584211028218.
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The current analysis explored the relevance of colorism among Black girls enrolled at a predominately Black, all-girls high school, with a specific focus on their identities and well-being. Fifty-nine Black girls ( Mage = 16.97) completed a survey and semi-structured interview. Results from a two-step quant-qual analysis indicate a strong positive association between rejecting colorist ideology and positive self-esteem. Open coding of semi-structured interviews showed that 75% ( n = 44) of the sample spontaneously mentioned colorist ideology when describing their racial and gender identities, including references to skin color (56%), hair texture/style (50%), attractiveness/femininity (38%), and body type (18%). More importantly, 74% of these discussions indicated resistance to colorism illustrating Black girls’ engagement with and denouncement of ideologies of white supremacy, patriarchy, and anti-blackness. This critical qualitative analysis illustrates and offers guidance for practicing anti-racist adolescent research. We offer four insights: (a) consider the research spaces in which Black youth in our research are situated to better represent the diversity (and potential) of Black youth; (b) listen to and and follow the voices of Black girls; (c) attend to agency and resistance in development; and (d) recognize intersectionality as integral to anti-racist research.
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FREIDUS, ALEXANDRA. "“Problem Children” and “Children with Problems”: Discipline and Innocence in a Gentrifying Elementary School." Harvard Educational Review 90, no. 4 (2020): 550–72. http://dx.doi.org/10.17763/1943-5045-90.4.550.
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This article examines the ways Hazel, a white girl entering kindergarten, became known as a child with a problem rather than a problem child in her gentrifying school. Building on a year of classroom observations and interviews with students, school staff, and parents, author Alexandra Freidus identifies the role of racialized discourses related to disposition, medicalization, family, and community in shaping Hazel’s reputation and contrasts Hazel’s reputation with that of Marquise, a Black boy in her class. Hazel’s and Marquise’s storylines teach us that to fully understand and address the differences in how Black and white children are disciplined, we need to look closely at the allowances and affordances we make for some students, as well as how we disproportionately punish others. By examining the ways educators in a gentrifying school construct white innocence and Black culpability, this study illustrates the relational nature of the “school discipline gap” and helps us understand how and why some children are disproportionately subject to surveillance and exclusion and others are not.
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Heard, Holly E. "The Family Structure Trajectory and Adolescent School Performance." Journal of Family Issues 28, no. 3 (2007): 319–54. http://dx.doi.org/10.1177/0192513x06296307.
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The question of whether family structure consequences on school achievement are the same across racial and ethnic groups is examined using longitudinal data on 10,606 teens from the National Longitudinal Study of Adolescent Health. Based on life course theory, this article uses indicators of the family structure trajectory, such as family structure duration in adolescence and the number and timing of family changes, to predict self-reported grade point average (GPA) and to examine differences in effects among non-Hispanic White, Black, and Hispanic adolescents. Results show that the negative effects of time lived with a single mother and nonparents are reduced for Black and Hispanic adolescents, whereas having a recent family change leads to a larger drop in GPA for Blacks. Racial variation in stress, social support, and school functioning explain most race differences. For minority adolescents, negative consequences of family structure are largely attenuated by race-specific social supports and educational advantages.
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Phoenix, Ann. "Children’s Psychosocial Narratives in “Found Childhoods"." Narrative Works 10 (May 3, 2021): 83–95. http://dx.doi.org/10.7202/1076920ar.
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This paper focuses on a proliferating narrative genre: videos where children are central, posted on the internet for public consumption. The video analyzed is of a pre-school U.S. Black girl resisting how her mother has combed her hair. It offers insights into family practices and display (Finch, 2007; Morgan, 2011) that would usually not be open to scrutiny and cannot be captured in the same way in interviews. The paper argues that the videoed narrative can only be understood if the sociocultural context of racism and contestation over the denigration of Black girls’ and women’s Afro hair is analyzed.
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Bernstein, Robin. "Children's Books, Dolls, and the Performance of Race; or, The Possibility of Children's Literature." PMLA/Publications of the Modern Language Association of America 126, no. 1 (2011): 160–69. http://dx.doi.org/10.1632/pmla.2011.126.1.160.
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In about 1855, three decades before frances hodgson burnett wrote her first best-selling children's book, little lord fauntleroy, she was a child—Frances Eliza Hodgson—and she read Harriet Beecher Stowe's Uncle Tom's Cabin. She found Stowe's novel, like all the stories she encountered, to be “unsatisfactory, filling her with vague, restless craving for greater completeness of form” (Burnett 44). The form the girl craved—that is, the material she believed she needed to complete the narrative—was a black doll. When Burnett obtained the doll, she named it Topsy and used it to “act” out the parts of the novel she found most “thrilling” (53). Casting a white doll she already owned as Little Eva, she played out ever-repeating scenes of Eva laying hands on Topsy, awakening the hardened slave girl to Christian love. Burnett also kept the Eva doll “actively employed slowly fading away and dying,” and in these scenes she took on the role of Uncle Tom (57). At other times, Burnett performed the scene of Eva's death, casting the white doll as Eva and herself as “all the weeping slaves at once” (58). And at least once she designated the doll Uncle Tom and cast herself as Simon Legree. For this scenario, the girl bound the doll to a candelabra stand. “[F]urious with insensate rage,” she whipped her doll (fig. 1). Throughout the whipping, the doll maintained a “cheerfully hideous” grin, which suggested to the girl that Uncle Tom was “enjoying the situation” of being “brutally lashed” (56, 55).
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Feldman, Keith P. "Framed in Black." PMLA/Publications of the Modern Language Association of America 132, no. 1 (2017): 156–63. http://dx.doi.org/10.1632/pmla.2017.132.1.156.
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I've had Nina Simone's “sinnerman” on repeat for months. The propulsive force of Simone's 1965 live version of this gospel song drives its ten-minute ferocity straight into the contemporary American zeitgeist. As she tells her audience in the lead-up to a lesser-known performance of the song, recorded in 1961, Simone learned “Sinnerman” when she was a “little bitty girl in revival meetings. It happened when my mother and lots more like her tried to save souls.” The song's judgment-day tale of redemption's refusal is told doubly, both by the sinner—“I cried rock / don't you see I need you, rock”—and by those from whom the sinner begs, if not forgiveness, then simply some measure of mercy from the divine justice to come: “Oh sinnerman, where you gonna run to?” The break in the middle of the 1965 recording strips the song down to Simone's handclaps on the second and fourth beats. All that remains is the tenuous intensity of the time neither of redemption nor of damnation but merely of “accompaniment” in the in-between (Tomlinson and Lipsitz). Called forth from that time, in all of Simone's live recordings, and missing from those of Les Baxter or the Weavers just a few years earlier, comes the insurgent cry for “Power!” over and over, to the point of near exhaustion.
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Player, Grace D. "Creating a Context for Girl of Color Ways of Knowing Through Feminist of Color Playwriting." LEARNing Landscapes 12, no. 1 (2019): 223–38. http://dx.doi.org/10.36510/learnland.v12i1.989.
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This article investigates how playwriting served three middle school Black girls within a larger practitioner research study seeking to better understand the literate practices of girls of color. It delves into the ways that playwriting provided the girls in an afterschool writing club opportunities to explore both their knowledge and ways of knowing, rooted in their cultural, gendered, and racialized experiences, and, in turn, share these with others, within an academic setting. It points to the necessity for creating writing pedagogies that celebrate experiential, cultural, emotional, and relational knowledge, using playwriting as an example.
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Carr, Martha, Nicole Barned, and Beryl Otumfuor. "Peers Influence Mathematics Strategy Use in Early Elementary School." International Journal of Educational Psychology 5, no. 1 (2016): 27. http://dx.doi.org/10.17583/ijep.2016.1861.
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<p>This study examined the impact of performance goals on arithmetic strategy use in first graders, and also how same-sex peer groups contributed to the selection of strategies used by elementary school children. It was hypothesized that early emerging gender differences in strategy use, with boys preferring retrieval and cognitive strategies and girls preferring to use manipulatives, are a function of performance goals and peer group valuing of strategies. Using a sample of 75 first grade students, data were collected at three different time-points throughout the school year. Hierarchical linear regression and repeated measures ANCOVAs indicated that performance goals predicted an increase in the use of retrieval and cognitive strategies, but only in boys. Accuracy in performance and an increased use of retrieval and cognitive strategies were found in all-boy groups, but this effect was not found in all-girl groups. The study identifies performance goals and peers as playing a persuasive role in the use of retrieval and cognitive strategies for boys. Neither variable seems to explain girls’ preference for manipulative-based strategies. </p>
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Arifiyanti, Nurul. "The Gross Motor Skill Differences Between Preschool Boys and Girl." Aulad: Journal on Early Childhood 3, no. 3 (2020): 115–20. http://dx.doi.org/10.31004/aulad.v3i3.78.
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Every stage in human development has different phase. Not only in every stage but also in gender, motor skill has their own characteristics. Moreover, there is a question of the validity and reliability of some tests used by the researcher. The study was conducted in Purworejo, Jawa Tengah, Indonesia. A total of 82 children enrolled in this study, including 12 children aged between 3-4 years, 36 children aged between 4 and 5 years, and 34 children aged between 5 and 6 years. The test of gross motor development-second (TGMD-2) edition was used to evaluate gross motor skill. Independent T-test was used to analyzed the final result. The findings of this study demonstrated that the boys have higher gross motor skills performance than the girls. The school can use this fact to plan curriculum that not based in gender. School must be a campaign system for gender equality
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Abou, Pokou Edouard. "Does Domestic Work Affect the Academic Performance of Girls in Primary School in Côte d’Ivoire? Empirical Evidence from Probit Model." European Scientific Journal, ESJ 12, no. 35 (2016): 368. http://dx.doi.org/10.19044/esj.2016.v12n35p368.
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The objective of this paper is to highlight the effects of domestic work of girls on their school results in Cȏte d’Ivoire. From a probit model, the analysis indicates that domestic work favours, meaningfully, the fact about repeating a school year for the girl child. Besides, the availability of basic services in schools significantly reduces failure of girls in schools in rural areas. Thus, policy makers must equip schools with canteens, toilets for girls, and they should also provide the necessary facilities for drinking water points.
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Chang, Ker-Wei. "Comparing Writing Errors of English Compositions for Boy and Girl Students in the English Graders of Southern Taiwan." SMART MOVES JOURNAL IJELLH 8, no. 7 (2020): 1–28. http://dx.doi.org/10.24113/ijellh.v8i7.10648.
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This study aims to investigate the comparison of the English writing errors for both boy and girl students in the eighth graders’ English writing performance. The researcher collected 26 copies of English writing pieces from 26 boy and girl students in the eighth graders at Affiliated Junior High School of National Kaohsiung Normal University. This study is conducted with both qualitative and quantitative analysis. The major findings of this study are summarized as follows:
 
 The results show that the levels of boy and girl students’ English writing proficiency are mixed and most boy and girl students are less-experienced writers.
 All of the errors committed by boy and girl students are mainly fall upon lexical errors and grammatical errors. In addition, subcategorization is made 11 subcategories are listed under the two major error types.
 Among 26 copies of writing pieces, approximately about 65 % refers to grammatical errors and 26 % refers to lexical errors respectively.
 Possible factors in the English writing errors may refer to interlingual interference, intralingual interference, induced errors, cultural differences, structural differences, and carelessness.
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Åkerman, B. Alin. "Eight-Year Follow-up of Cognitive Development in 33 Twin Pairs." Acta geneticae medicae et gemellologiae: twin research 44, no. 3-4 (1995): 179–88. http://dx.doi.org/10.1017/s0001566000001598.
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AbstractThis is a follow-up study of twins, including 33 twinpairs from the Stockholm area, aiming to study the cognitive development of twins at eight years of age. The twins have been followed at different ages from birth onwards. All children were tested with the Wechsler Intelligence Scale for Children in a Swedish translation (WISC). The WISC test consists of a Verbal and a Performance Scale. There were no significant differences between twin girls and twin boys on these Scales. On the Performance subtests Block Design, Object Assembly, and Coding, however, the twin girls performed significantly better than the twin boys. In comparing cognitive development for twins and singletons, the twin group had somewhat lower average scores than the singletons. Prematurity and low birth weight continued to be related to cognitive development at eight years of age. Also at this age the school teacher completed a questionnaire about the twins social behaviour and some personality traits. There was a relation between one questionnaire factor, a low score of assertiveness, and the mother's negative or ambivalent expectations concerning the twin pregnancy. The twin group with the mother's negative expectations also had significantly lower results on the subtests Comprehension and Coding. Negative mothers had more premature twins than mothers who were positive toward the twin pregnancy.
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ZHU, Wen, and Zhixin LIU. "Why Girl Students’ Achieve English Presentation Learning Significantly Better in Shanghai University of Engineering Science (SUES)." English Language Teaching 10, no. 7 (2017): 203. http://dx.doi.org/10.5539/elt.v10n7p203.
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In non literature major dominated university, it is obviously noted that girl students’ English (as the second language) presentation scores often higher than boy students in the same teaching environment and evaluation system. A 397 samples’ survey has been studied from the aspects of after school activities and sleep schedule to discuss if any influences on the students’ English learning motives and performance.
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Brunn-Bevel, Rachelle J., and W. Carson Byrd. "The Foundation of Racial Disparities in the Standardized Testing Era." Humanity & Society 39, no. 4 (2015): 419–48. http://dx.doi.org/10.1177/0160597615603750.
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We present a historical outline of racial inequality in Virginia’s kindergarten through 12th grade educational system focusing on de jure school desegregation and subsequent massive resistance following Virginia’s role in Brown v. Board of Education. Currently, standardized tests are used to evaluate students’ educational progress and knowledge, evaluate teacher and administrative effectiveness, and measure states’ educational efforts. In this article, we use school district-level data to examine racial disparities between black and white students in Virginia in 2010. We find widespread disparities in standardized test score passing rates with the exception of black students’ performance in history and social science before high school. Black students are consistently less likely than white students to earn passing scores in all subject areas at each grade level. We use state-level education data such as school district size, teacher–student ratio, and school funding to contextualize the standardized test data. We find that the locale of schools and their close links to white financial advantage and black student segregation can impact school resources and influence black students’ performance on standardized tests. We argue that the historic denial of equal educational opportunities to black Virginians is related to current educational inequality. We discuss our analyses in relation to policy implications for black student academic achievement.
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Mah, Jean K., and Harvey B. Sarnat. "A 10-Year-Old Girl with Progressive Generalized Weakness." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 33, no. 4 (2006): 414–17. http://dx.doi.org/10.1017/s0317167100005394.
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Case PresentationDr. Harvey Sarnat: A.Y. was a 10-year-old Mexican girl who presented with a 7-year history of progressive weakness. She was the full-term product of an uncomplicated pregnancy and delivery, weighing 2850 grams at birth. Early developmental milestones were achieved at the expected rate until age three, when frequent falling was noted. Progressive weakness of her legs ensued, and at age nine years, A.Y. lost the ability to walk beyond a few steps, and shortly thereafter she could not stand without support. She had no seizures, visual disturbance, dysphagia, or incontinence. Previously an excellent student, her academic performance in school had deteriorated over the past year. She was not on any medications. Family history was negative for any known neurological or neuromuscular diseases. A.Y. was an only child. Both parents were alive and well; there was no history of consanguinity.
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Bruce, Allie Jane. "On Being White: A Raw, Honest Conversation." Children and Libraries 13, no. 3 (2015): 3. http://dx.doi.org/10.5860/cal.13n3.3.
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I’m white. But I didn’t start describing myself that way until adulthood. In fact, I doggedly avoided it. In high school, I once crossed out “white” and wrote “half Jewish” on a standardized test. I knew I was white, but I also knew thatit was not good to name whiteness. Black history, we could talk about, in Social Studies (during certain units). Latino cultures were celebrated (or, at least, acknowledged) in my Spanish classes. But the whiteness that served as the foundation for the other 99 percent of my life was taboo. Nobody ever said “as a white girl, I think . . .” or “white people like us . . .” in my (totallywhite) circles.
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Hart, Cassandra M. D. "An Honors Teacher Like Me: Effects of Access to Same-Race Teachers on Black Students’ Advanced-Track Enrollment and Performance." Educational Evaluation and Policy Analysis 42, no. 2 (2020): 163–87. http://dx.doi.org/10.3102/0162373719898470.
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Using rich administrative data from North Carolina and school-course fixed effects models, this study explores whether the availability of same-race instructors in advanced-track sections of courses affects Black high school students’ enrollment in, and performance in, advanced-track courses. The availability of at least one Black instructor at the advanced level is associated with a 2 percentage point increase in the uptake of advanced courses for Black students. However, conditional on enrollment in the advanced track, Black students are no more likely to pass advanced-track courses when taught by Black teachers. Positive effects on enrollment are driven by enrollment shifts for higher achieving students. Additional analyses showing benefits to non-Black students suggest that the main channels are not race-specific role model effects.
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Sutton, April, Amy G. Langenkamp, Chandra Muller, and Kathryn S. Schiller. "Who Gets Ahead and Who Falls Behind During the Transition to High School? Academic Performance at the Intersection of Race/Ethnicity and Gender." Social Problems 65, no. 2 (2018): 154–73. http://dx.doi.org/10.1093/socpro/spx044.
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Abstract Academic stratification during educational transitions may be maintained, disrupted, or exacerbated. This study marks the first to use national data to investigate how the transition to high school (re)shapes academic status at the intersection of race/ethnicity and gender. We seek to identify the role of the high school transition in shaping racial/ethnic and gender stratification by contextualizing students’ academic declines during the high school transition within the longer window of their educational careers. Using Add Health, we find that white and black boys experience the greatest drops in their grade point averages (GPAs). We also find that the maintenance of high academic grades between the eighth and ninth grades varies across racial/ethnic and gender subgroups; higher-achieving middle school black boys experience the greatest academic declines. Importantly, we find that white and black boys also faced academic declines before the high school transition, whereas their female student peers experienced academic declines only during the transition to high school. We advance current knowledge on educational stratification by identifying the transition to high school as a juncture in which boys’ academic disadvantage widens and high-achieving black boys lose their academic status at the high school starting gate. Our study also underscores the importance of adopting an intersectional framework that considers both race/ethnicity and gender. Given the salience of high school grades for students’ long-term success, we discuss the implications of this study for racial/ethnic and gender stratification during and beyond high school.
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Assari, Shervin, Shanika Boyce, Mohsen Bazargan, and Cleopatra H. Caldwell. "Diminished Returns of Parental Education in Terms of Youth School Performance: Ruling out Regression toward the Mean." Children 7, no. 7 (2020): 74. http://dx.doi.org/10.3390/children7070074.
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Background: Minorities’ Diminished Returns (MDRs) refer to systemically weaker effects of socioeconomic status (SES) indicators on various developmental, behavioral, and health outcomes of ethnic minorities compared to non-Hispanic (non-Latino) Whites. Similar MDRs also exist for the effects of parental education on the school performance of ethnic minority youth. Aim: To assess whether regression toward the mean (RTM) has any role in explaining the diminished effects of parental education on the school performance of Black and Hispanic youth relative to non-Hispanic White youth. Materials and methods: Data for this cross-sectional study came from the Monitoring the Future survey (MTF, 2017), a nationally representative survey of American youth in 12th grade. The sample included 10,262 youth who were 12th graders (typically 17–18 years old). The independent variable was parental education with five categories: Some high school, High school graduate, Some college, College graduate, and Graduate school. The outcome was self-reported school performance measured as grade point average (GPA). Ethnicity was the effect modifier. Analysis of variance (ANOVA) and the Tukey Post Hoc test was used to analyze the data. Data visualization (line graphs) was used to visualize the shape of youth GPA as a function of parental education levels across ethnic groups. Results: While a perfect stepwise increase was seen in youth school performance as a result of parental education improvement, this pattern differed considerably across ethnic groups. Such a perfect stepwise increase in youth school performance as a result of the incremental increase in parental education was missing for Black and Hispanic youth. The shape of the association between parental education and youth school performance ruled out regression toward the mean (RTM) as an explanation for the observed diminished effects of parental education on the school performance of Black and Hispanic youth. Conclusion: Diminished returns of parental education on the school performance of Black and Hispanic youth cannot be explained by regression toward the mean. Other factors and contextual processes, such as segregation, discrimination, racism, and poor quality of schools in urban areas, should be investigated in future research.
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Krueger-Henney, Patricia. "Beyond the Body Count." Girlhood Studies 12, no. 3 (2019): 33–46. http://dx.doi.org/10.3167/ghs.2019.120305.
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I position critical ethnographic researcher field notes as an opportunity to document the physical and ideological violence that white settler states and institutions on the school-prison nexus inflict on the lives of girls of color generally and Black girls specifically. By drawing on my own field notes, I argue that critical social science researchers have an ethical duty to move their inquiries beyond conventions of settler colonial empirical science when they are wanting to create knowledges that transcend traditions of body counts and classification systems of human lives. As first responders to the social emergencies in girls’ lives, researchers can make palpable spatialization of institutionalized forms of settler epistemologies to convey more girl-centered ways of speaking against quantifiable hierarchies of human life.
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Sharma, Andy, Ann Moss Joyner, and Ashley Osment. "Adverse Impact of Racial Isolation on Student Performance: A Study in North Carolina." Education Policy Analysis Archives 22 (March 10, 2014): 14. http://dx.doi.org/10.14507/epaa.v22n14.2014.
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This study examines the impact of racial isolation on high school student performance in North Carolina, a state in the southeast United States. Our research goal is to investigate if increased isolation negatively impacts Black students’ academic performance. Employing the North Carolina State Department of Public Instruction (NCDPI) dataset, we test for this using Algebra I and English I scores on End-of-Course exams for ninth graders (N = 134,646) during the 2007-2008 school year. We control for student-level characteristics, such as race and ethnicity, economic disadvantage (eligibility for free and reduced-price lunch), and designation as gifted. We also analyze the effect of school-level characteristics, such as teacher experience, teacher training (advanced degree), teacher accreditation (fully licensed), and the percentage of students who were Black or Latino. Our results suggest racial isolation adversely impacts student performance on Algebra I by as much as three points. With our restricted hierarchical dataset and multi-level modeling, we (a) contribute to the growing body of literature, which finds a negative association between racial isolation/segregation and student performance, and (b) find teacher attributes can moderate some of the adverse student outcomes.
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Wallace, Jessica, Ryan Moran, Erica Beidler, Jamie McAllister Deitrick, James Shina, and Tracey Covassin. "Disparities on Baseline Performance Using Neurocognitive and Oculomotor Clinical Measures of Concussion." American Journal of Sports Medicine 48, no. 11 (2020): 2774–82. http://dx.doi.org/10.1177/0363546520946753.
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Background: Given the high participation of Black/African American individuals in high school sports, especially high-risk sports for concussion, it is important to note if racial and socioeconomic status (SES) differences exist in baseline performance on clinical measures of concussion. Purpose: To explore the association between race and SES on baseline concussion assessments of neurocognitive performance and oculomotor function in adolescent athletes. Study Design: Cohort study (Diagnosis); Level of evidence, 3. Methods: A total of 564 high school athletes (mean ± SD age, 15.33 ± 1.1 years) completed the baseline Immediate Post-Concussion Assessment and Cognitive Test and King-Devick (KD) battery before the start of their competitive season. Race was defined as either White/non-Hispanic or Black/African American. SES status was determined by whether the individual’s participating high school was a Title I or non–Title I school. A series of multivariable linear regression analyses were conducted to evaluate the association of computerized neurocognitive test scores (verbal memory, visual memory, motor processing speed, and reaction time), symptom severity scores, and KD scores by race and SES. Results: White/non-Hispanic individuals performed significantly better than Black/African American individuals on verbal memory ( P < .01), visual memory ( P < .01), visual motor processing speed ( P < .01), and reaction time ( P < .01) and had a lower symptom score ( P < .01). Regarding SES, individuals from non–Title I schools performed better on visual memory ( P = .05) and reaction time ( P = .02) than individuals from Title I schools. Examination of cumulative KD test reading time revealed that there was no association between race on baseline reading times ( P = .12). There was a significant association between cumulative reading time and SES ( P = .02). Individuals from non–Title I schools performed significantly faster than individuals from Title I schools on KD test time. Conclusion: Overall, race and SES influence neurocognitive and oculomotor concussion baseline performance in high school athletes. These findings add to the growing literature on the influence of race and SES on neurocognitive and oculomotor function baseline concussion assessments; they highlight the necessity for individualized concussion baseline measurements or race-specific normative reference values.
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Tatsiopoulou, Paraskevi, Georgia-Nektaria Porfyri, Eleni Bonti, and Ioannis Diakogiannis. "School Failure in a Girl with Specific Learning Difficulties, Suffering from Childhood Depression: Interdisciplinary Therapeutic Approach." Brain Sciences 10, no. 12 (2020): 992. http://dx.doi.org/10.3390/brainsci10120992.
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Introduction: Recent studies confirm the association of literacy difficulties with higher risk of both childhood behavioral and mental disorders. When co-morbid problems occur, it is likely that each will require separate treatment. The management of major depressive disorder (MDD) for a 9.5 years old girl with specific learning difficulties (SLD), a protracted clinical course, and a family history of affective disorders, was challenging for the interdisciplinary team of our clinic, dealing with learning disabilities. Aim: The research and examination of the first-onset major depressive disorder (MDD) in a child with specific learning disabilities and its impact on school performance. This case report examines the potential contributory factors, but also the recent evidence on the co-morbidity between literacy difficulties and mental illnesses in children. Method: Reporting a two years follow-up of a 9.5 years old child with SLD suffering from childhood depression. Results: A 9.5 years old child with no history of affective disorders, but with a family history of first-degree and second-degree relative suffering from childhood-onset, recurrent, bipolar or psychotic depression. The child was assessed by a child psychiatrist during a period of 2 years, with an average of follow-ups between 1 or 2 weeks. The discussion highlights diagnostic and treatment pitfalls, as well as developmental issues. Practical interventions are suggested. Conclusion: A psychiatrically charged familial environment, including a mother suffering from anxiety disorder and behavioral disorder, contribute significantly to the development of depression in early age. An early medical intervention would be the key for successful treatment. The combination of psychotherapy and antidepressants (mostly selective serotonin reuptake inhibitors (SSRIs)) is the suggested therapy for childhood MDD.
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Agosto, Vonzell, Jennifer Wolgemuth, Ashley White, Tanetha Grosland, and Allan Feldman. "The Emotional Labor of “Taking a Knee”." International Journal of Critical Media Literacy 1, no. 1 (2019): 102–17. http://dx.doi.org/10.1163/25900110-00101009.
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We center three publicly accessible images: (1) Am I not a Man and a Brother? (1787), (2) Colin Kaepernick (2017) “Taking a Knee”, (3) Mother McDowell of the Black Student in Florida Admonished for “Taking a Knee” in school (2017). The photograph of mother McDowell is included, rather than her son, who she wanted to remain anonymous across media outlets. We draw primarily from publicly accessible media and scholarship available via the Internet (museums, newscasts, scholarly repositories) to provide a composite of kneeling discourse and counter-narratives related to race (i.e., anti-slavery, abolition, anti-racism protests) and proper behavior. Each image is situated within literature supporting analysis through concepts (time, race) visual, and textual information. Rather than detailing the images, we focus on the surrounding narratives, contemporary readings, redactions, and annotations (we create or relate to) to consider emotions as part of the context, impetus, and force behind the actions captured in them. We juxtapose, redact, and critique images and texts associated with kneeling/taking a knee by men and boys racialized as Black, but not exclusively., as the practices we illustrate in response to structural racism (i.e., discipline in schools) also bring attention to events involving other students: a Black girl and an Indigenous (Inuit) boy.
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DeJong, William. "Obesity as a Characterological Stigma: The Issue of Responsibility and Judgments of Task Performance1." Psychological Reports 73, no. 3_part_1 (1993): 963–70. http://dx.doi.org/10.1177/00332941930733pt136.
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A study was conducted to investigate whether beliefs about the cause of a person's obesity would influence attributions made about that person's task performance. 168 high school girls were shown a videotape of an obese or normal-weight confederate playing a game and performing either above or below average. Half of the subjects seeing the obese girl were led to believe that her obesity was due to a glandular disorder beyond her control. Subjects rated the obese target as more self-indulgent and less self-disciplined than the normal-weight target, except when her obesity was said to have resulted from a glandular disorder. However, subjects did not differentially attribute the confederate's task performance as a function of her weight or her perceived responsibility for it. Corroborating the results of earlier studies, no evidence was found that these high school girls subscribe to the stereotype of the “jolly” fat person.