Developing sociopolitical consciousness of race and social class inequality in adolescents attending progressive and no excuses urban secondary schools

Sociopolitical consciousness refers to an individual’s ability to critically analyze the political, economic, and social forces shaping society and one’s status in it. A growing body of scholarship reports that high levels of sociopolitical consciousness are predictive in marginalized adolescents of a number of key outcomes including resilience and civic engagement. The present study explored the role that urban secondary schools can play in fostering adolescents’ sociopolitical consciousness through a longitudinal, mixed methods investigation of more than 400 adolescents attending “progressive” and “no excuses” charter high schools. Analyses revealed that, on average, students attending progressive high schools demonstrated sizeable shifts in their sociopolitical consciousness of racial inequality, and students attending no excuses high schools demonstrated sizeable shifts in their sociopolitical consciousness of social class inequality. Qualitative interviews with participating students offered insight into the curriculum, programming, and practices that these youth perceived as contributing to these differences in their sociopolitical consciousness.     

Immigrants' Cultural Identities as Sources of Civic Engagement

Immigrant parents (first generation) and adolescents (second generation) from El Salvador and India (N = 80) took part in interviews on civic engagement. The immigrants were almost unanimous in regarding civic engagement as important. They also were engaged themselves, more so at the community than the political level. One third of immigrants were engaged in community activities that specifically had a cultural focus or occurred through cultural organizations, and the comparable number for political activities was 25%. Cultural motives (i.e., a cultural or immigrant sense of self) were twice as likely to be mentioned as sources of engagement rather than disengagement. Qualitative analyses of these cultural motives revealed seven engagement themes (e.g., cultural tradition of service) and three of disengagement (e.g., ethnic exclusion).     

Suicidal thought and behavior in high school students in Adana, Turkey

Fifty years ago adolescents mostly died of natural causes, whereas they now die from more preventable causes. Part of this change has been a worldwide rise in adolescent suicide rates in both developed and developing countries. Suicides are probably under reported due to cultural and religious stigma attached to self-destruction. Objectives of this study were to collect data about suicidal thoughts, plans and attempts and related sociodemographic details in high school students. The population comprised 2,480 randomly selected students among 46,271 students from 72 high schools in 1999-2000 in Adana and 2,352 (94.8%) students from 10 schools were reached and given a questionnaire modified using Youth Risk Behavior Survey Questionnaire (YRBSQ). Chi2 and Kolmogorov-Smirnov tests were used. Mean age was 16.5 +/- 1 (14-21) year, 1,187 (50.5%) students reported severe desperation, 526 students (22.4%) had suicidal thoughts, 332 (14.1%) planned committing suicide, 145 (6.2%) attempted suicide. The occurrence rate of desperation, suicidal thoughts, plans, attempts and the mean number of attempts were significantly higher in females than males. Adolescent suicide is a tragedy affecting individual, family, peers, and community. Families, teachers, and physicians should be aware of risk factors for suicide.     

Can Schools Support HIV/AIDS-Affected Children? Exploring the ‘Ethic of Care’ amongst Rural Zimbabwean Teachers

How realistic is the international policy emphasis on schools ‘substituting for families’ of HIV/AIDS-affected children? We explore the ethic of care in Zimbabwean schools to highlight the poor fit between the western caring schools literature and daily realities of schools in different material and cultural contexts. Interviews and focus groups were conducted with 44 teachers and 55 community members, analysed in light of a companion study of HIV/AIDS-affected pupils’ own accounts of their care-related experiences. We conceptualise schools as spaces of engagement between groups with diverse needs and interests (teachers, pupils and surrounding community members), with attention to the pathways through which extreme adversity impacts on those institutional contexts and social identifications central to giving and receiving care. Whilst teachers were aware of how they might support children, they seldom put these ideas into action. Multiple factors undermined caring teacher-pupil relationships in wider contexts of poverty and political uncertainty: loss of morale from low salaries and falling professional status; the inability of teachers to solve HIV/AIDS-related problems in their own lives; the role of stigma in deterring HIV/AIDS-affected children from disclosing their situations to teachers; authoritarian teacher-learner relations and harsh punishments fuelling pupil fear of teachers; and lack of trust in the wider community. These factors undermined: teacher confidence in their skills and capacity to support affected pupils and motivation to help children with complex problems; solidarity and common purpose amongst teachers, and between teachers and affected children; and effective bridging alliances between schools and their surrounding communities–all hallmarks of HIV-competent communities. We caution against ambitious policy expansions of teachers'' roles without recognition of the personal and social costs of emotional labour, and the need for significant increases in resources and institutional recognition to enable teachers to adopt support roles. We highlight the need for research into how best to create opportunities for teacher recognition in deprived and disorganised institutional settings, and the development of more culturally appropriate notions of caring.     

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

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

Chinese Migrant Adolescents’ Perceived Discrimination and Psychological Well-Being: The Moderating Roles of Group Identity and the Type of School

Perceived discrimination can be harmful to migrant adolescents in China. However, little is known about the processes through which discrimination may be linked to decreased well-being in Chinese migrant adolescents. This study examined the relationship between perceived discrimination and three indices of psychological well-being (self-esteem, life satisfaction, collective self-esteem) in 798 Chinese migrant adolescents (49.4% from public schools). Group identity affirmation and belonging (GIAB) was examined as a protective factor that was expected to alleviate the negative effects of perceived discrimination on well-being, and the type of school was investigated as a potential moderator of the associations of interest. The results indicate that perceived discrimination was negatively linked to the three indices of psychological well-being and that the negative effects of perceived discrimination on psychological well-being were particularly salient for migrant adolescents attending public schools. Additionally, GIAB emerged as a protective buffer against perceived discrimination’s negative effects on collective well-being.     

"I speak a different dialect": teen explanatory models of difference and disability

What do teens with disabilities believe about their conditions, and what do they understand to be the causes, correlates, and consequences of disability? We elicited a cultural explanatory model (EM) of disability from a longitudinal sample of 23 European American adolescents with varied cognitive disabilities and delay. We asked teens how they were similar to or different from others; the name of this difference; its causes, severity, course, effects, associated problems and benefits; and need for treatment. IQ and type of disability strongly affected quality of responses only from the lowest functioning teens. A majority of teens had a reasonably rich and coherent EM, blending typical and disability themes of cultural knowledge and identity. The EM is a window into social context (schools, services, parents, and peers) as well as personal experience. Eliciting explanatory models from teens with disabilities is not only possible but also can enhance understanding of identity, family influence, and appropriate services.     

Young Asian women and relationships: traditional or transitional?

This article investigates social and cultural aspects of "teenage life" among south Asian girls in Britain, particularly their experiences of relationships with boys and the extent to which they become involved in sexual activities. In-depth interviews were carried out with teenage girls and young women from Indian, Pakistani and Bangladeshi backgrounds and a comparative group of white British girls, in four schools and one college in the South and West Health Authority Region. Asian teenage girls conformed to different behavioural norms than their white peers. They were influenced by cultural traditions, religious obligations, family loyalties and community expectations. Few Asian girls became involved in relationships or sexual activities. However, once removed from the parental home, the influence of parents and their Asian community, their social and sexual behaviour changes; they experience an independence which often involves relationships and sexual activities. In contrast, white teenage girls experienced a different set of pressures which came from peers and boyfriends and accepted involvement with boys and sexual activity.     

Students and a "Culture of Resistance" in Provincetown's Schools

Provincetown, Massachusetts is a popular multigendered tourist destination where openness to diversity is part of the school and wider community ethos. Youth encounter their hometown as a place whose cultural ethos they do not always embrace. Based on participant-observation fieldwork from 1995 to 2002, this article explores how students have developed a "culture of resistance" to dominant discourses of tolerance and acceptance. By deconstructing how schools are sites of intergroup conflicts over gender tolerance and public school ownership, student-resistance conduct is shown to be a response to perceived alienation from mainstream social norms and discourses.     

Knowledge of possible pregnancy at first coitus: a study of in-school adolescents in Ibadan, Nigeria

This paper discusses the reproductive health knowledge of Nigerian in-school adolescents, with special reference to pregnancy occurrence at first coitus. The data were derived from an Association for Reproductive and Family Health (ARFH) survey carried out in four secondary schools in Ibadan, Nigeria, between August and October 1995. A total of 828 students were interviewed. The results revealed that the majority of sexually active adolescents were not aware of the consequences of their actions. Religious affiliation and number of wives in a male adolescent's family, and religion and marital status of a female adolescent's parents, were found to influence adolescents' knowledge of pregnancy probability at first coitus. This paper confirms earlier findings that the majority of Nigerian adolescents do not know the consequences of sex. Therefore, a clear-cut plan of action is needed to inform sexually active adolescents through an effective sex education programme.     

‘We've got team spirit!’: ethnic community building and Japanese American youth basketball leagues

This article examines the role co-ethnic youth basketball leagues play in shaping ethnic community among third- and fourth-generation Japanese American youth. With dwindling rates of Japanese immigration, increased rates of out-marriage, and fewer cultural hubs available, finding a thriving ethnic community has become a particular challenge for later-generation Japanese Americans. Drawing from ethnographic data, I argue that even among highly ‘assimilated’ Japanese Americans, youth basketball leagues serve as an active space for constructing and preserving ethnic community and social networks. I demonstrate how through social, cultural, and spatial interactions facilitated by sports, some Japanese Americans have found a sense of ethnic ‘connectedness’ within basketball leagues while performing their own renditions of ethnic identity that is simultaneously attentive to fluid local and global connections. These findings illuminate the role and importance of sport through which Japanese Americans challenges the racial contours of American-ness and belonging while claiming their place, locally, nationally, and transnationally.     

Living Situation Affects Adherence to Combination Antiretroviral Therapy in HIV-Infected Adolescents in Rwanda: A Qualitative Study

Introduction

Adherence to combination antiretroviral therapy (cART) is vital for HIV-infected adolescents for survival and quality of life. However, this age group faces many challenges to remain adherent. We used multiple data sources (role-play, focus group discussions (FGD), and in-depth interviews (IDI)) to better understand adherence barriers for Rwandan adolescents. Forty-two HIV positive adolescents (ages 12–21) and a selection of their primary caregivers were interviewed. All were perinatally-infected and received (cART) for ≥12 months. Topics discussed during FGDs and IDIs included learning HIV status, disclosure and stigma, care and treatment issues, cART adherence barriers.

Results

Median age was 17 years, 45% female, 45% orphaned, and 48% in boarding schools. We identified three overarching but inter-related themes that appeared to influence adherence. Stigma, perceived and experienced, and inadvertent disclosure of HIV status hampered adolescents from obtaining and taking their drugs, attending clinic visits, carrying their cARTs with them in public. The second major theme was the need for better support, in particular for adolescents with different living situations, (orphanages, foster-care, and boarding schools). Lack of privacy to keep and take medication came out as major barrier for adolescents living in congested households, as well the institutionalization of boarding schools where privacy is almost non-existent. The third important theme was the desire to be ‘normal’ and not be recognized as an HIV-infected individual, and to have a normal life not perturbed by taking a regimen of medications or being forced to disclose where others would treat them differently.

Conclusions

We propose better management of HIV-infected adolescents integrated into boarding school, orphanages, and foster care; training of school-faculty on how to support students and allow them privacy for taking their medications. To provide better care and support, HIV programs should stimulate caregivers of HIV-infected adolescents to join them for their clinic visits.     

Undergraduate geriatric education through community service learning

doi: 10.1111/j.1741‐2358.2010.00444.x Undergraduate geriatric education through community service learning Introduction: Despite the exponential growth of the elderly population worldwide, geriatric education has been a formal component of only a few dental schools’ curricula. Objective: To describe the geriatric community service learning (CSL) component of the professionalism and community service (PACS) module, and to explore a CSL project carried out by a group of first year dental students at a long‐term care facility. Methods: A literature review was performed to present and describe the CSL component of the PACS module. Students’ personal reflections were used to illustrate some of the joys and challenges of experiencing a long‐term care facility environment. Results: The newly developed PACS module combines community service learning with the long‐term care experience. Students develop, apply and evaluate an educational health promotion activity in a long‐term care facility. Conclusions: The PACS module has encouraged students to acquire comprehensive knowledge and awareness of the needs and dynamics of a long‐term care as they collaboratively interacted with personnel from the facility to develop their projects. The authors would like to engage other schools in discussing the need to integrate community‐based geriatric education into their dental curricula.     

Designer schools: the role of school space and architecture in obesity prevention

Spatial features of obesogenic environments studied on a broad community level have been associated with childhood overweight and obesity, but little research has focused on the effects of the design of micro spaces, such as schools, on individual health behaviors. This article aims to generate thinking and research on the link between school space and architecture and obesity prevention by reviewing and synthesizing available literature in architecture, environmental psychology, and obesity research, in an effort to propose promising ideas for school space design and redesign. The school environment is defined through 5 dimensions: physical, legal, policy, social, and cultural domains. Theories underlying environmental interventions and documented associations between the environment and health behaviors and outcomes are reviewed to illustrate how existing environmental research could translate to obesity prevention. Design strategies aimed at promoting physical activity and healthful eating are proposed, with particular emphasis on the design of cafeterias, activity spaces, connectivity with the larger community, and student health centers.     

Poly-Victimisation among Vietnamese High School Students: Prevalence and Demographic Correlates

Background

Exposure to multiple forms of violence, including abuse and crime is termed poly-victimisation. There has been increasing research interest in poly-victimisation among children and adolescents in high income countries. However, experiences among adolescents living in low- and lower-middle-income countries are yet to be examined.

Aims

To establish the prevalence of lifetime exposure to poly-victimisation and demographic characteristics of victims among high school students in Vietnam.

Methods

A cross-sectional survey with a self-report, anonymous questionnaire was conducted in ten high schools in Hanoi, Vietnam between October 2013 and January 2014. Poly-victimisation was assessed using the Juvenile Victimisation Questionnaire Revised 2 (JVQ R2).

Results

A total of 1,606/1,745 (92.0%) eligible students provided data and were included in the analyses. Lifetime exposure to at least one form of victimisation was reported by 94.3% (95%CI: 92.5-95.4%) of participants and lifetime exposure to more than 10 forms by 31.1% (95%CI: 27.8-33.5%). Poly-victimisation was associated with experiencing more adverse life events, having a chronic disease or disability, living with a step-parent, experiencing family life as unhappy, being disciplined at school, and living in a rural area. Poly-victimisation experiences differed among students from the three types of high schools in Vietnam.

Conclusions

These data reveal the prevalence and multi-factorial risks of exposure to poly-victimisation among adolescents in Vietnam. Prevalence rates of different forms of victimisation among Vietnamese students, including those previously un-investigated, were higher than those reported in other settings. Poly-victimisation was also common among them. There were certain subgroups who were more vulnerable to poly-victimisation. Further research to understand the broader aspects of adolescence in Vietnam, including poly-victimisation, is thus recommended. Special attention should be paid to specific subgroups in the prevention of violence against children and adolescents in this setting. Education to raise awareness about poly-victimisation among the community is needed.     

Immunological structure of the population in a system of epidemiological surveillance of diphtheria

The characteristics of antitetanus and antidiphtheria immunity in children, adolescents and adults in Perm have been determined by means of the passive hemagglutination test, and the tendency towards the decrease of their immunity to diphtheria with the increase of their age has been established. The registered and actual coverage of children and adolescents by immunization is characterized on the basis of the presence of antibodies to the tetanus component of combined vaccines. A considerable proportion of persons at boarding schools and vocational technical schools has been found to be seronegative with respect to diphtheria. The seasonal dynamics of antitoxic immunity is presented.     

Everyday Learning about Identities among Young Adolescents in Television Culture

Using a cultural studies approach, this study situates three young adolescents in their home, neighborhood, school, and peer cultures, and contextually analyzes their uses and interpretations of television. Analyses of each student's favorite television persona illuminate each of their identity projects, which are a primary kind of cultural acquisition process. I find qualitative differences in their everyday learning within television culture as compared to local cultures, although their learning about social power across cultures is reciprocal.     

Bangladeshi migrant associations in Italy: transnational engagement,community formation and regional unity

Referring to the case studies of two cities in Northern Italy, this article seeks to understand how Bangladeshi migrants use associations to seek transnational “ways of belonging” and “ways of being”. It analyses how this transnational attachment to their home country has played an important role in building their own “community”. The findings reveal that Bangladeshi migrant organizations work to maintain “transnational ways of belonging” by enabling migrants to retain their cultural roots; this is reflected in their observation of festivals, national days, and other practices and rituals. Although, as a relatively new migrant community, they do not share as many economic links through these associations as many other “diasporic” organizations, migrants widely express a sense that these economic connections are with their country of origin. However, there is competition within the community based on regional origin, as well as have many ambivalences and contradictions.     

Ecosystem Health in Professional Education: The Path Ahead

This supplement shows that ecosystem health has become a vital part of the curriculum in a small number of medical, veterinary, and public health schools. This limited, but important, experience provides the groundwork for further expansion into other professional schools and into other universities. Although ecosystem health has defined underlying principles, previous experience has shown that each professional faculty should define what ecosystem health means for the institution and for its students. Based on this definition, it is important that detailed learning objectives be defined for ecosystem health as it pertains to the profession. A model for further development is proposed in this editorial. This model focuses on developing the necessary skill sets for ecosystem health education, the expansion of ecosystem health into earlier and later stages of learning (high school through undergraduate, through postgraduate, and onto practicing professional levels), and raising the awareness of ecosystem health in the local community and at national and international levels. Once comprehensive, transdisciplinary, continuous ecosystem health programs become mainstream, one can expect a “sea change” in the attention given to the interrelationship between humans and their environments, and a more concerted effort to restore the health of our planetary ecosystems.     

Creating community from the inside out: A concentric perspective on collective artmaking

ABSTRACT

As the original antidote to social alienation (and its tragic repercussions), community art through its large-scale, public, and collaborative nature has the potential to rebuild a sense of community from the inside out. This concentric notion of community art is addressed at both the individual and classroom level, exploring the origins of community in the social and emotional roots of cognition as well as the potential for initiating a sense of community within the classrooms before extending into schools, districts, and counties. Using an interdisciplinary lens, the author establishes this concentric perspective on community and its contemporary relevance through support from neuroscience, anthropology, sociology, psychology, and educational research, concluding with guidelines for practical application.