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Journal articles on the topic 'Whitby School'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Gregory, Joshua R. "Whiteness and School Shootings: Theorization toward a More Critical School Social Work." Children & Schools 42, no. 3 (2020): 153–60. http://dx.doi.org/10.1093/cs/cdaa017.

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Abstract In the United States, school shootings have become an increasingly prevalent and publicly salient social problem. School social workers play a central role in developing understanding of their etiology and intervening to prevent their further occurrence. Even though nearly all school shootings are committed by white students, no etiological theory has contemplated the possibility that whiteness contributes in any meaningful way to the perpetration of school shootings. Popular theories suggest that gun availability, mental illness, and bullying bear some relationship to school shooting

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Campbell, Carol. "An Analysis of a ‘Scottish Dimension’ in the Development of School-Based Management." Scottish Educational Review 32, no. 1 (2000): 4–20. http://dx.doi.org/10.1163/27730840-03201002.

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This article considers the introduction of ‘school-based management’ in Scotland. While there are various definitions of ‘school-based management’ (Whitty, Power and Halpin, 1998), generally it involves the devolution of selected resources and associated decision-making powers and managerial responsibilities to school level. The article begins by tracing the long-standing debate about the distinctiveness of Scottish education. However, much of this literature has focused on issues of access to education, curriculum and pedagogy, rather than on management processes and practices in particular.

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Muller, Chandra, Catherine Riegle-Crumb, Kathryn S. Schiller, Lindsey Wilkinson, and Kenneth A. Frank. "Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification." Teachers College Record: The Voice of Scholarship in Education 112, no. 4 (2010): 1038–63. http://dx.doi.org/10.1177/016146811011200406.

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Background/Context Brown v Board of Education fundamentally changed our nation's schools, yet we know surprisingly little about how and whether they provide equality of educational opportunity. Although substantial evidence suggests that African American and Latino students who attend these schools face fewer learning opportunities than their White counterparts, until now, it has been impossible to examine this using a representative sample because of lack of data. Purpose/Objective/Research Question/Focus of Study This study uses newly available data to investigate whether racially diverse hi

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Goldsmith, Pat António. "All Segregation is Not Equal: The Impact of Latino and Black School Composition." Sociological Perspectives 46, no. 1 (2003): 83–105. http://dx.doi.org/10.1525/sop.2003.46.1.83.

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Latinos are a large, highly segregated minority group achieving less than whites in school, but the extent to which segregation is responsible for their relatively low achievement is not well known. The effect of proportion Latino on educational achievement is often assumed to be identical to the effect of proportion black. I use the NELS to test this assumption. Results reveal that segregation concentrates disadvantages for Latinos and blacks, but surprisingly, proportion Latino tends to positively influence test scores over the high school years. Proportion black, in contrast, does not affec

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Nisbett, Richard E. "The Achievement Gap: Past, Present & Future." Daedalus 140, no. 2 (2011): 90–100. http://dx.doi.org/10.1162/daed_a_00079.

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The achievement gap between blacks and whites owes nothing to genetics. It is not solely due to discrimination or social-class differences between blacks and whites. It is due in good part to environmental differences between blacks and whites stemming from family, neighborhood, and school socialization factors that are present even for middle-class blacks. The gap is closing slowly, but it could be closed much more rapidly, with interventions both large and small. Preschool programs exist that can produce enormous differences in outcomes in school and in later life. Elementary schools where c

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Daramola, Ayodeji, and Gbolahan Solomon Osho. "Race, Ethnic Drug Use, and Delinquency in Public Schools among High School 12th Graders." Journal of Social Science Studies 4, no. 2 (2017): 29. http://dx.doi.org/10.5296/jsss.v4i2.10327.

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Research has shown a strong correlation between drug use and delinquency. In addition, research has also shown that drug use tends to peak in late adolescence and the onset of early adulthood. Consequently, the high school years, especially, the 12th grade is an important transition in the life course of delinquents. This study used descriptive statistics to compare drug use among Black, White, and Hispanic 12th grade high school students, and Spearman’s correlation to find which drugs have the strongest correlation to delinquency. The data for this study was downloaded from Monitoring the Fut

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Goldsmith, Pat António. "Race Relations and Racial Patterns in School Sports Participation." Sociology of Sport Journal 20, no. 2 (2003): 147–71. http://dx.doi.org/10.1123/ssj.20.2.147.

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This paper examines why African Americans and Whites participate in different high school sports at different rates. Considered are explanations based on family, neighborhood, and school inequality as well as explanations stemming from two race-relations theories (competition theory and the cultural division of labor perspective) that see racial differences in culture as a product of racialized norms that vary in strength across settings. Data from the NELS and the 1990 Census are analyzed by mixing multinomial logistic regression with multilevel models. Results indicate that racial difference

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Seblova, Dominika, Kelly Peters, Susan Lapham, et al. "High School Quality and 56-Year All-Cause Mortality Risk Across Race and Ethnicity." Innovation in Aging 4, Supplement_1 (2020): 505–6. http://dx.doi.org/10.1093/geroni/igaa057.1632.

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Abstract Having more years of education is independently associated with lower mortality, but it is unclear whether other attributes of schooling matter. We examined the association of high school quality and all-cause mortality across race/ethnicity. In 1960, about 5% of US high schools participated in Project Talent (PT), which collected information about students and their schools. Over 21,000 PT respondents were followed for mortality into their eighth decade of life using the National Death Index. A school quality factor, capturing term length, class size, and teacher qualifications, was

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Schneider, Barbara, Kathryn S. Schiller, and James S. Coleman. "Public School Choice: Some Evidence From the National Education Longitudinal Study of 1988." Educational Evaluation and Policy Analysis 18, no. 1 (1996): 19–29. http://dx.doi.org/10.3102/01623737018001019.

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Programs to provide parents with opportunities to choose among public schools have increased to the point that more American high school students are enrolled in public “schools of choice” than private schools. Using indicators of students’ “exercise of choice “ and enrollment in a public school of choice from The National Education Longitudinal Study of 1988, this article explores certain groups’ propensities to take advantage of opportunities to choose in the public sector. Controlling on the availability of opportunities for choice in their schools, African Americans and Hispanics show a gr

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Zhang, Haifeng (Charlie), Lorin W. Anderson, David J. Cowen, and Lisle S. Mitchell. "A Geographic Analysis of Public-Private School Choice in South Carolina, USA." International Journal of Applied Geospatial Research 1, no. 4 (2010): 1–15. http://dx.doi.org/10.4018/jagr.2010100101.

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Despite years of research and debate, household choice between public and private schools is not well understood. This article investigates factors associated with parental choice between public and private schools using unique census-based school enrollment data for school districts in South Carolina and for neighborhoods in the Columbia Metropolitan Area. This study extends the existing literature by examining patterns of public-private school choice for whites and blacks separately in order to control racial disparities in school choice. Results of multiple regression analyses for the whole

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Ashby, Christine, Julia M. White, Beth Ferri, Siqi Li, and Lauren Ashby. "Enclaves of Privilege: Access and Opportunity for Students with Disabilities in Urban K-8 Schools." History of Education Quarterly 60, no. 3 (2020): 407–29. http://dx.doi.org/10.1017/heq.2020.39.

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Middle grades education has been the object of efforts to remediate US education to address an array of social problems. Districts have sought out K-8 models to create smaller learning communities, require fewer school transitions, and allow sustained student connections. This paper offers a historical analysis of K-8 schools, drawing on statistical and spatial methods and a DisCrit intersectional lens to illustrate how creating K-8 schools produced enclaves of privilege in one urban school district. K-8 schools in our target district became whiter and wealthier than district averages. Student

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Billings, Stephen B., David J. Deming, and Jonah Rockoff. "School Segregation, Educational Attainment, and Crime: Evidence from the End of Busing in Charlotte-Mecklenburg *." Quarterly Journal of Economics 129, no. 1 (2013): 435–76. http://dx.doi.org/10.1093/qje/qjt026.

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Abstract We study the end of race-based busing in Charlotte-Mecklenburg schools (CMS). In 2001, school boundaries in CMS were redrawn dramatically, and half of students received a new assignment. Using addresses measured prior to the policy change, we compare students in the same neighborhood that lived on opposite sides of a newly drawn boundary. We find that both white and minority students score lower on high school exams when they are assigned to schools with more minority students. We also find decreases in high school graduation and four-year college attendance for whites and large incre

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Alexander, Monique, and Vanessa A. Massaro. "School deserts: Visualizing the death of the neighborhood school." Policy Futures in Education 18, no. 6 (2020): 787–805. http://dx.doi.org/10.1177/1478210320951063.

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The purported purpose of school choice policies is to increase students’ access to “good schools.” There is little discussion, however, of where those good schools are located, nor of the ways in which the distribution of good schools mirrors broader patterns of uneven development in the United States. Given that schools are neighborhood assets and that the distance which students travel to get to school affects their success, the locations of schools matter tremendously and are inextricable from questions of social and spatial justice. We introduce and argue for the explicit use of the term “

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Boyce, Shanika, Mohsen Bazargan, Cleopatra H. Caldwell, Marc A. Zimmerman, and Shervin Assari. "Parental Educational Attainment and Social Environment of Urban Public Schools in the U.S.: Blacks’ Diminished Returns." Children 7, no. 5 (2020): 44. http://dx.doi.org/10.3390/children7050044.

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Background: Recent research has documented marginalization-related diminished returns (MDRs) of socioeconomic status (SES), defined as weaker effects of SES indicators, such as parental educational attainment, on securing tangible outcomes for the members of socially marginalized (e.g., racial and ethnic minority) groups, compared to privileged social groups (e.g., non-Hispanic Whites). Aims: To explore race/ethnic differences between non-Hispanic Blacks vs. non-Hispanic Whites who attend urban public schools on the effect of parental education on lower school environmental risk among American

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Guryan, Jonathan. "Desegregation and Black Dropout Rates." American Economic Review 94, no. 4 (2004): 919–43. http://dx.doi.org/10.1257/0002828042002679.

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In 1954 the United States Supreme Court ruled that separate schools for black and white children were “inherently unequal.” This paper studies whether the desegregation plans of the next 30 years benefited black and white students in desegregated school districts. Data from the 1970 and 1980 censuses suggest desegregation plans of the 1970's reduced high school dropout rates of blacks by two to three percentage points during this decade. No significant change is observed among whites. The results are robust to controls for family income, parental education, and state- and region-specific trend

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Rumberger, Russell W., and Gregory J. Palardy. "Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School." Teachers College Record: The Voice of Scholarship in Education 107, no. 9 (2005): 1999–2045. http://dx.doi.org/10.1177/016146810810700905.

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The Coleman report, published 12 years after the Brown decision, confirmed that widespread school segregation in the United States created inequality of educational opportunity. This study examines whether racial and socioeconomic segregation, which is on the rise in the United States, is still contributing to the achievement differences among students. The study used data from the National Education Longitudinal Survey of 1988 to estimate multilevel models of achievement growth between Grades 8 and 12 in mathematics, science, reading, and history for a sample of 14,217 students attending a re

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Rumberger, Russell W., and Gregory J. Palardy. "Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School." Teachers College Record: The Voice of Scholarship in Education 107, no. 9 (2005): 1999–2045. http://dx.doi.org/10.1177/016146810510700905.

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The Coleman report, published 12 years after the Brown decision, confirmed that widespread school segregation in the United States created inequality of educational opportunity. This study examines whether racial and socioeconomic segregation, which is on the rise in the United States, is still contributing to the achievement differences among students. The study used data from the National Education Longitudinal Survey of 1988 to estimate multilevel models of achievement growth between Grades 8 and 12 in mathematics, science, reading, and history for a sample of 14,217 students attending a re

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Bonds, Michael, and Marie Gina Sandy. "State-Sponsored ‘New’ White Flight through Public School Choice and its Impact on Contemporary Urban Schools: A Case Study of Milwaukee’s Open Enrollment Program." International Journal of Regional Development 4, no. 1 (2016): 14. http://dx.doi.org/10.5296/ijrd.v4i1.10072.

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<p align="center"><strong>Abstract</strong></p><p>‘White flight’ has largely come to mean exit from or avoidance of racially mixed public schools in urban neighborhoods. But the ‘new’ white flight is complicated by the fact that more whites who are often more affluent remain or relocate to desirable urban areas that are close to jobs and attractive city amenities. This paper describes how white flight can now happen without housing relocation with support from state-wide and municipal school choice policies resulting in the further re-segregation of regional schoo

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García, David, Tara Yosso, and Frank Barajas. "“A Few of the Brightest, Cleanest Mexican Children”: School Segregation as a Form of Mundane Racism in Oxnard, California, 1900–1940." Harvard Educational Review 82, no. 1 (2012): 1–25. http://dx.doi.org/10.17763/haer.82.1.40328h635h7745r3.

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In this article, David G. García, Tara J. Yosso, and Frank P. Barajas examine the early twentieth-century origins of a dual schooling system that facilitated the reproduction of a cheap labor force and the marginalization of Mexicans in Oxnard, California. In their analysis of the 1930s Oxnard Elementary School District board minutes, alongside newspapers, maps, scholarly accounts, and oral history interviews, they argue that school segregation privileged Whites and discriminated against Mexicans as a form of mundane racism. The authors build on previous scholarship documenting the pervasivene

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Wong, Marina WY. "Developing Macau’s junior secondary schools music curriculum." International Journal of Music Education 36, no. 4 (2018): 574–87. http://dx.doi.org/10.1177/0255761418774907.

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For centuries, Macau’s schooling has embraced laissez-faire market principles, a stasis that from AY2016/17 is being changed by the government offering schools tuition coupons conditional on their adoption of a common school curriculum. A study of part of this new common curriculum, the development of a music curriculum for junior secondary schools in Macau, addresses three research questions: (a) What are music teachers’ perceptions and how do these frame the implementation of Macau’s common music curriculum? (b) Do music teachers’ expectations align with those of the central government? (c)

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Carr, Dawn, and John Reynolds. "Race-Discordant School Attendance and Cognitive Function in Later Life." Innovation in Aging 5, Supplement_1 (2021): 703. http://dx.doi.org/10.1093/geroni/igab046.2633.

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Abstract Early schooling plays an important role in shaping cognitive development, both due to the level of academic rigor and the social environment of primary and secondary schools. This is reflected in current racial disparities in cognitive function in later life. Older minorities who attended predominantly White schools with more resources experienced significant cognitive benefits. This study explores whether there are benefits to cognitive functioning in later life from having attended socially diverse schools in early life. We examine the effects of having attended schools composed pri

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Lewis, Brittany Lee, and ArCasia D. James-Gallaway. "White Philanthropy Won’t Save Black Education: Tracing an “Ordinary” Segregated School’s Life in Delaware." Journal of Black Studies 53, no. 3 (2021): 269–89. http://dx.doi.org/10.1177/00219347211067585.

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This essay suggests examining “ordinary,” segregated Black schools from the past helps explain persistent issues in Black education at present. To demonstrate this point, the essay focuses on the shortcomings of philanthropy in education from the 1920s to the present day in Wilmington, Delaware. It asserts for Black education to thrive, a combination of adequate resources and Black control over those resources is necessary. Utilizing School No. 5, a school heretofore undocumented in scholarship, as one specific case, the authors show how this elementary school was initially overlooked by white

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Ng, Kenneth. "Wealth Redistribution, Race & Southern Public Schools, 1880-1910." education policy analysis archives 9 (May 13, 2001): 16. http://dx.doi.org/10.14507/epaa.v9n16.2001.

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This article measures the wealth redistribution effected by southern public schools and the taxes which supported them. It extends and contributes to the existing literature on this subject in three ways. First, the measurement is based on a larger sample of southern states and over more years than previous efforts. Second, this article establishes that from 1880 to 1910 throughout the South the public schools were a conduit for a consistent and significant flow of resources from whites to blacks. Blacks did not pay enough taxes to fully finance black public schools even at the lower levels di

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Tyson, Karolyn, William Darity, and Domini R. Castellino. "It's Not “a Black Thing”: Understanding the Burden of Acting White and Other Dilemmas of High Achievement." American Sociological Review 70, no. 4 (2005): 582–605. http://dx.doi.org/10.1177/000312240507000403.

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For two decades the acting white hypothesis—the premise that black students are driven toward low school performance because of racialized peer pressure—has served as an explanation for the black-white achievement gap. Fordham and Ogbu proposed that black youths sabotage their own school careers by taking an oppositional stance toward academic achievement. Using interviews and existing data from eight North Carolina secondary public schools, this article shows that black adolescents are generally achievement oriented and that racialized peer pressure against high academic achievement is not pr

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Richards, Meredith P., and Kori J. Stroub. "An Accident of Geography? Assessing the Gerrymandering of School Attendance Zones." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (2015): 1–32. http://dx.doi.org/10.1177/016146811511700701.

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Context Despite the recent emphasis on public school choice, more than four-fifths of public school students still attend the traditional school to which they are assigned (NCES CCD, 2013), making attendance zone boundaries critical and fercely contested determinants of educational opportunity. Historical and anecdotal evidence suggests that attendance zone boundaries are not “accidents of geography,” but have been “gerrymandered” into irregular shapes in ways that alter patterns of student attendance. However, no empirical evidence has directly examined the issue of attendance zone gerrymande

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Wells, Amy Stuart, Jennifer Jellison Holme, Awo Korantemaa Atanda, and Anita Tijerina Revilla. "Tackling Racial Segregation One Policy at a Time: Why School Desegregation Only Went So Far¹." Teachers College Record: The Voice of Scholarship in Education 107, no. 9 (2005): 2141–77. http://dx.doi.org/10.1177/016146810810700909.

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This article provides an overview of the major findings from the “Understanding Race and Education Study,” a 5-year research project conducted by the authors at Teachers College-Columbia University and UCLA. The central theme to emerge from the 5-year historical case study of six racially diverse high schools and their graduates from the late 1970s was that school desegregation faced enormous political obstacles in local communities, which compromised its effect. At the same time, this fairly radical policy fundamentally changed the people who lived through it but had a more limited impact on

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Stearns, Elizabeth. "Long-Term Correlates of High School Racial Composition: Perpetuation Theory Reexamined." Teachers College Record: The Voice of Scholarship in Education 112, no. 6 (2010): 1654–78. http://dx.doi.org/10.1177/016146811011200604.

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Background/Context Perpetuation theory predicts that attending a racially segregated school paves the way for a lifetime of segregated experiences in neighborhoods, schools, and jobs. Research conducted in the 1970s and 1980s linked racial isolation in high schools with later racial isolation in many social settings among African-American students. Racial isolation in the workplace is particularly important to study given that it is an indicator of social cohesion and has been linked with lower levels of pay for workers of color. Purpose This study updates much of this research, focusing on th

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Donald, N’zambi-Mikoulou. "THE RECONSTRUCTION OF RACIAL SEGREGATION IN ERNEST JAMES GAINES’S A LESSON BEFORE DYING." International Journal of Education Humanities and Social Science 05, no. 05 (2022): 92–104. http://dx.doi.org/10.54922/ijehss.2022.0442.

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In Ernest James Gaines’s A Lesson Before Dying, racial segregation between Blacks and Whites in the United States is more evident in the field of education and in prisons where schools, libraries, and jail cells are segregated because of white Americans’ opposition to their black peers’ conception of racial mixing extolled by Martin Luther King and Malcolm X, to quote only two. This racial segregation shows not only the inferior position occupied by Blacks before their white fellows, but also the kind of lifestyle they have to live daily on the American soil. For, the novel reads that while wh

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Bradnum, Mandy, Johann Nieuwoudt, and Colin Tredoux. "Contact and the Alteration of Racial Attitudes in South Africa." South African Journal of Psychology 23, no. 4 (1993): 204–11. http://dx.doi.org/10.1177/008124639302300407.

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Two generations of social psychologists have described a remarkably consistent pattern of racial attitudes in South Africa. Whites exhibit determinedly negative attitudes towards other ‘race’ groups (Afrikaans speakers more so than English speakers), and blacks, on the other hand, show a much lower degree of ethnocentrism, especially toward English-speaking whites. This ‘lop-sided colour bar’ is a consistent finding, both historically and across different attitudinal measures. We report results here that indicate that this pattern may be changing, in at least one part of the country. In additi

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Praphan, Kittiphong. "Inscribing Physical and Mental Pains: White Violence in Marking Black Territory in Melba Pattillo Beals’ Warriors Don’t Cry." African Journal of Pedagogy and Curriculum 4 (November 30, 2017): 1–12. https://doi.org/10.63569/eb06sn41.

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This paper, through Beal’s memoir “Warriors Don’t Cry,” discusses forms of violence deployed by whites in inflicting physical and mental pain on black students who are trying to integrate in an American white school, with the aim to mark white territory and maintain educational privilege for whites. The paper also explores factors and strategies which encourage those black students to survive and make the integration possible. The discussion indicates that in white Americans’ perspectives, segregated white schools are regarded as intellectual privileged spaces reserved for whites only. The fed

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LEHMAN, Clayton. "Race and Ethnicity: A Comparison of Hiring Practices in For-profit and Non-profit International Schools in China." Universal Academic Research Journal 5, no. 2 (2023): 65–73. http://dx.doi.org/10.55236/tuara.1112406.

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Over the years, there have been accusations of widespread discrimination in the hiring practices of various educational establishments in China, and it seems that these accusations are continuing to intensify. This research study aimed to explore race and ethnicity in the hiring process in K-12 international schools in China and provide data that can be used to discuss and further study race and ethnicity in international schools. Using the context of for-profit and non-profit international schools, the researcher used an observational quantitative research design to explore international scho

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Eisenman, Russell. "Academic achievement in high school of blacks and whites." Mankind Quarterly 32, no. 4 (1992): 376–82. http://dx.doi.org/10.46469/mq.1992.32.4.4.

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Richards, Meredith P., and Kori J. Stroub. "Metropolitan Public School District Segregation by Race and Income, 2000–2011." Teachers College Record: The Voice of Scholarship in Education 122, no. 5 (2020): 1–40. http://dx.doi.org/10.1177/016146812012200504.

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Background Recent work has documented declining public school racial/ethnic segregation, as students have become more evenly distributed across schools and districts since the turn of the century. However, we know little about how declines in school racial/ethnic segregation have affected students of different levels of economic resources. While some evidence suggests that class may be supplanting race as the defining force in structuring residential segregation, it is unclear whether this trend toward spatial assimilation is mirrored in schools. Objective In this study, we provide initial evi

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Louie, Vivian, and Jennifer Holdaway. "Catholic Schools and Immigrant Students: A New Generation." Teachers College Record: The Voice of Scholarship in Education 111, no. 3 (2009): 783–816. http://dx.doi.org/10.1177/016146810911100302.

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Background/Context This article considers the role of Catholic schools, an institution born of the adaptation of previous immigrant waves, in the education of new immigrants and their native-born counterparts. The new immigrants enter a landscape in which education plays a much bigger role than it did for their predecessors and yet faces many challenges. Public schools, particularly in urban centers, struggle with financial difficulties and new standards of accountability. Although scholars and the media have praised Catholic schools for performing better than public schools in promoting acade

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Oropesa, R. S., and Nancy S. Landale. "Why Do Immigrant Youths Who Never Enroll in U.S. Schools Matter? School Enrollment Among Mexicans and Non-Hispanic Whites." Sociology of Education 82, no. 3 (2009): 240–66. http://dx.doi.org/10.1177/003804070908200303.

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Simon, Nicole, and Susan Moore Johnson. "Teacher Turnover in High-Poverty Schools: What We Know and Can Do." Teachers College Record: The Voice of Scholarship in Education 117, no. 3 (2015): 1–36. http://dx.doi.org/10.1177/016146811511700305.

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Background/Context Over the past three decades, teacher turnover has increased substantially in U.S. public schools, especially in those serving large portions of low-income students of color. Teachers who choose to leave high-poverty schools serving large numbers of students of color usually transfer to schools serving wealthier, Whiter student populations. Some researchers have interpreted this trend to mean that “teachers systematically favor higher-achieving, non-minority, non-low-income students.” These ideas have influenced policy analysis concerning high-poverty schools but offered litt

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White, Doug. "Book Reviews : SOCIOLOGY AND SCHOOL KNOWLEDGE. Geoff Whitty. London, Methuen, 1985. $55.95 (cloth)." Australian and New Zealand Journal of Sociology 23, no. 3 (1987): 476–77. http://dx.doi.org/10.1177/144078338702300327.

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Hall, Lena E., and Carolyn M. Tucker. "Relationships between Ethnicity, Conceptions of Mental Illness, and Attitudes Associated with Seeking Psychological Help." Psychological Reports 57, no. 3 (1985): 907–16. http://dx.doi.org/10.2466/pr0.1985.57.3.907.

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This study examined the relationships between ethnicity, conceptions of mental illness, and attitudes associated with seeking psychological help among school teachers. It was hypothesized that these variables are related and the relationships ate independent of other demographic variables. Participants were 513 school teachers (321 whites and 192 blacks). Each completed the Nunnally Conception of Mental Illness Questionnaire, the Fischer and Turner Pro-Con Attitude Scale, vignettes that elicited opinions on certain counseling issues, and a demographic data sheet. Analyses indicated significant

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Woody, Ashley. "“They Want the Spanish but They Don’t Want the Mexicans”: Whiteness and Consumptive Contact in an Oregon Spanish Immersion School." Sociology of Race and Ethnicity 6, no. 1 (2018): 92–106. http://dx.doi.org/10.1177/2332649218803966.

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Drawing from in-depth interviews with 18 white, black, Latinx, and multiracial parents whose children attend a Spanish immersion elementary school, the author examines the politics of race, class, and resistance in a historically white community that is experiencing an influx of nonwhites. Parental narratives reveal that many whites enrolled their children in Spanish immersion to capture cultural and economic benefits they associate with bilingualism and diversity. Interviews also suggest that white support for diversity is contingent on the condition that nonwhites provide carefully controlle

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Bennison, Sarah. "Americanizing the West: Protestant and Catholic Missionary Education on the Rosebud Reservation, 1870–1920." Teachers College Record: The Voice of Scholarship in Education 113, no. 3 (2011): 431–62. http://dx.doi.org/10.1177/016146811111300301.

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Background This paper challenges the dominant story of Protestant and Catholic conflict by illustrating the critical role that mission schools played in creating denominational consensus in the West. Focus Protestant and Catholic missionaries cast aside their differences as they worked toward common goals to “civilize,” Christianize, and “Americanize” natives on reservations like Rosebud. United as whites against indigenous “others,” these predominantly female missionaries forged new, interdenominational conceptions of American identity through their work in western mission schools. Research D

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Wang, Tengyi, Songze Lyu, and Xuanyu Yang. "This Asian Guy has Coronavirus: Racial Discrimination Experienced by Asian International High School Students in the Northeastern United States." Lecture Notes in Education Psychology and Public Media 5, no. 1 (2023): 674–87. http://dx.doi.org/10.54254/2753-7048/5/20220761.

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As the first case of COVID-19 was detected in Wuhan, China, the Novel Coronavirus pandemic has rapidly swept the world. As COVID-19 proliferated in the United States, the longstanding negative stereotypes of Asian Americans in society were revealed, and xenophobia among whites and non-Asian Americans was activated. During the pandemic, microaggression, negative bias, and violent crime significantly increased all Asian ethnic groups, especially in big cities and the northeastern United States. During this time, most literature focuses on the racial discrimination and mental health of Chinese/As

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Polikoff, Morgan S., and Kathryn S. Struthers. "Changes in the Cognitive Complexity of English Instruction: The Moderating Effects of School and Classroom Characteristics." Teachers College Record: The Voice of Scholarship in Education 115, no. 8 (2013): 1–26. http://dx.doi.org/10.1177/016146811311500802.

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Background/Context A central aim of standards-based reform is to close achievement gaps by raising academic standards for all students. Rigorous standards coupled with aligned assessments will purportedly improve student opportunity to learn through high-quality, aligned instruction. After 10 years of No Child Left Behind (NCLB), the impact of standards-based reform on student achievement in English Language Arts (ELA) remains questionable. Improving ELA achievement has been a central focus of NCLB, so this study examines changes in the cognitive demand coverage of teachers’ ELA instruction ov

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Sussman, Herbert. "HOW THE VICTORIANS BECAME SEXY: THE FLESHLY SCHOOL OF PAINTING." Victorian Literature and Culture 33, no. 1 (2005): 322–28. http://dx.doi.org/10.1017/s106015030524086x.

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EXPOSED:THE VICTORIAN NUDE, an extensive exhibition initiated by and first shown at Tate Britain in 2002, andThe Crimson Petal and the Whiteby Michael Faber, a best-selling novel set in Victorian times and published in the same year, illustrate the interchange of the scholarly and the popular, more particularly how the recent rich work in Victorian sexuality, familiar to readers of this journal, informs and is transformed within blockbuster museum shows and popular fiction. Both exhibition and novel shed some light on the question of how the Victorians have become so sexy.

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Teachman, Jay D., and Kathleen Paasch. "Returning to school after marriage: Results for whites and blacks." Sociological Forum 4, no. 3 (1989): 423–33. http://dx.doi.org/10.1007/bf01115018.

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Hernandez, Donald J., Nancy A. Denton, and Suzanne Macartney. "School-Age Children in Immigrant Families: Challenges and Opportunities for America's Schools." Teachers College Record: The Voice of Scholarship in Education 111, no. 3 (2009): 616–58. http://dx.doi.org/10.1177/016146810911100306.

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Background/Context By the year 2030, when the baby boom generation born between 1946 and 1964 will be in the retirement ages, 72% of the elderly will be non-Hispanic Whites, compared with 56% for working-age adults, and 50% for children. As the predominantly White baby boomers reach retirement, they will increasingly depend for economic support on the productive activities and civic participation of working-age adults who are members of racial and ethnic minorities and, in many cases, children of immigrants. To prepare these young people for lives as productive workers and engaged citizens, we

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Tucho, Admasu Etefa. "Who Is Who in the Teaching of Sex Education? A Lesson Learned from the 'Safuu' Oromo Tradition of East Africa." Journal of Education and Learning 11, no. 2 (2022): 49. http://dx.doi.org/10.5539/jel.v11n2p49.

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The 2020 National Center for Education Statistics (NCES) data show that there are a total of 130,930 k-12 public schools in the United States of America (U.S.A), serving approximately 48.1 million students. The demographic breakdown of the student population includes 22 million (45.7%) Whites; 13. Million (32 %) Hispanic; 17.2 million (14%) African American; 2.6 million (5.4%) Asian, 2.2 million (4.6%) students two or more races; and 0.4 million (0.8%) American Indian/ Alaska Native students. Adding sex education to the public school curriculum was primarily to make elementary and secondary sc

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Blake, Jamilia J., Danielle M. Smith, Asha Unni, Miner P. Marchbanks, Steve Wood, and John M. Eason. "Behind the Eight Ball: The Effects of Race and Number of Infractions on the Severity of Exclusionary Discipline Sanctions Issued in Secondary School." Journal of Emotional and Behavioral Disorders 28, no. 3 (2020): 131–43. http://dx.doi.org/10.1177/1063426620937698.

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African American and Hispanic students receive more punitive school discipline than White students even when students of color commit similar infractions as Whites. Similarly, students with a disability status are more likely to experience harsher discipline in schools compared to their counterparts without a disability label. This study examines whether these discrepancies are a result of a difference in the number of infractions students of different racial/ethnic groups and disability categories commit. Using secondary educational data from a state educational agency in the United States, w

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Wiyanti, Adella Irma, and Windia Hadi. "The Effect of The GeoGebra-Based Project Based Learning (PjBL) Model on the Creative Thinking Ability of Junior High School Students." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 3 (2023): 805. http://dx.doi.org/10.33394/j-ps.v11i3.7992.

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The PjBL model provides opportunities for individuals to work freely, which fosters genuine individual creativity and the ability to think creatively using media such as GeoGebra. GeoGebra media is able to visualize in a realistic manner, allowing individuals to understand it effectively. This study aims to determine the effect of the GeoGebra-based Project Based Learning (PjBL) model on the creative thinking skills of junior high school students. This is quantitative research using a quasi-experimental approach with a posttest-only control design. The sample of this study are 70 seventh-grade

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Levesque, George A. Levesque A. "White Bureaucracy, Black Community: The Contest Over Local Control of Education In Antebellum Boston." Journal of Educational Thought / Revue de la Pensée Educative 11, no. 2 (2018): 140–55. http://dx.doi.org/10.55016/ojs/jet.v11i2.43745.

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In 1855 the Commonwealth of Massachusetts became the first American State to officially desegregate its public school system. That development (which the U.S. Supreme Court was to cite as a precedent for its landmark: Brown vs. the Board of Education decision of 1954) was principally brought about by the efforts of black community leaders who, in tandem with leading white abolitionists, had begun to attack the city's separate school establishment in the early 1840's. The desegregation effort which culminated in the abolition of separate schools in the State in 1855 has been examined by a good

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Kailin, Julie. "How White Teachers Perceive the Problem of Racism in Their Schools: A Case Study in “Liberal” Lakeview." Teachers College Record: The Voice of Scholarship in Education 100, no. 4 (1999): 724–50. http://dx.doi.org/10.1177/016146819910000402.

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This study examined White teachers’ perceptions of racism in their schools. An open-ended questionnaire was administered to 222 teachers in a medium-sized highly rated middle-class Midwestern school district. Teachers were asked to provide examples of racism in their schools. Teachers’ responses were analyzed and coded according to major themes that were collapsed into three major categories: attribution of racial problems to Whites; attribution of racial problems to Blacks; attribution of racial problems to institutional/cultural factors. Research findings indicate that most White teachers op

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