Lived experiences of female high school students from the challenge of discovering hijab on the way to school (a phenomenological study)

Research Full Paper - Computer Science majors lack gender diversity in Brasilia, Brazil. Women are an underrepresented minority group in these majors. At the University of Brasilia, one of the top ten universities in Brazil, female undergraduate students account for less than 15% of the students in the Department of Computer Science. In an effort to understand the lack of interest in Computer Science majors among women, this paper addresses the following research questions: 1)Are female students in high school aware that Computer Science majors are predominantly male? 2)Are families of girls from Brasilia supportive of their enrolment in Computer Science majors? 3)Do girls from Brasilia think that Computer Science majors need a lot of Math? 4)Do female students in high school think that it is difficult to get a job in the field of Computing, with a good salary, and sufficient leisure time? and 5)Which factors influence a female student’s choice of a Computer Science major? We devised a questionnaire and applied it to female students in middle and high school on two occasions, in October 2011 (1391 responses) and in July 2019 (429 responses). This paper presents the analysis of the data from the responses, which indicates that the girls’ perceptions of Computing have not changed in those years.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

This study aims to validate the necessity and justification of popular song lyric education by verifying the effect of popular song lyric education on stress-related brainwaves and the emotional intelligence of female high school students. Lyrics in popular songs are language and symbols that create meaning based on their interpretation. The meaning is shared with the public in various ways (Choi Sang-jin, 2001). Adolescents, the primary consumers of popular music, also feel more familiar with pop lyrics than other reading materials. They relate to their contents (Gong Gyu-taek & Cho Woon-ah 2016). Adolescents tend to show emotional anxiety, impulsiveness, and duality due to psychological and physiological changes from rapid growth (Park So-young 2017, Kim Hyung-hee 2013). Considering that female students spend more time listening to music than male students (Lee Jung-yoon, 2014:15; Miranda & Claes, 2009:229), popular song lyric education using familiar and preferred elements might be effective for female adolescent high school students. A 10-week-lyric education program was devised based on cognitive apprenticeship theory. It was evaluated for scientific validity by examining high school female students’ emotional intelligence. Stress brainwaves were compared before and after popular song lyric education to confirm differences before and after popular song lyric education. The study were 2nd-grade female high school students at S high school in Seoul. The survey was administered by dividing them into 22 comparison groups who participated in popular song lyric education and 19 who did not. The popular song lyric education was conducted over 10 sessions once a week for 50 minutes from March to July 2021. The collected EEG data used the frequency series power spectrum analysis method by fast Fourier transform (FFT) using linear analysis and statistical processing. The IBM SPSS/WIN Version 25.0 program was used for calculations. Effectiveness differences between the groups before and after popular song lyric education was performed using Mann-Whitney and Wilcoxon Signed rank test. The results showed significant differences in stress brainwaves and emotional intelligence. First, stress brainwave analysis, after popular song lyric education, the values of ‘physical tension and stress left and right’ and psychological distraction and stress left and right’ were decreased. Second, differences in linguistic intelligence were detected between groups before and after popular song lyric education. Finally, significant improvements were shown in the fields of ‘emotional engagement,’ ‘thinking promotion,’ ‘emotional control,’ and ‘emotional utilization,’ among other sub-areas. The study clarifies the role of neuroscience’s exploration of popular music education. However, further research is required to build a meaningful scientific foundation for understanding popular music’s effects on the brain.

The purpose of this study is to carry out a survey of the oral health and maxillofacial trauma status of middle and high school students in Jeollabuk-do for establishing therapeutic and preventive measures and using as basic data on oral health care in an adolescent period. The results of this study are as follows. First, the prevalence status of oral diseases showed that male middle and female high school students have a little bit more dental caries than female middle and male high school students. And male middle and female high school students had more periodontitis than female middle and male high school students. Second, the maxillofacial trauma status of middle and high school students showed that both male middle and high school students have a little bit more experience of maxillofacial trauma than both female middle and high school students. And male middle and high school students had more experience of maxillofacial trauma than female middle and high school students, driven by unilateral hit in the fighting between male middle school students, and a car accident, fall, exercise, game, or unilateral hit in the fighting between male high school students. Third, the oral health status of middle and high school students showed that high school students have more dental caries, sealed permanent teeth, DMFT(Decay, Missing, Filling Teeth), and periodontitis than middle school students. Consequently, education for regular oral health care should be conducted through the importance of oral health care, and a systematic early diagnosis and remedy. It is urgent for adolescents to change their perception of the prevalence control, poor care prevention, and replacement reduction related to the importance of oral care.

KEYWORDS Male Dominated Subjects. Higher Education. Female Students. Cultural Capital ABSTRACT Studies have confirmed that the composition of male and female students in higher education in South Africa is far more equitable than before. Surprisingly, there has not been a significant increase in the number of female students in the historically male-dominated subjects such as science, engineering, and mathematics. This paper was based on a phenomenological study that explored the experiences of first year female students taking science subjects in one University in South Africa. This study was a descriptive survey that employed both qualitative and quantitative approaches. The population for this study was all female first year students majoring in physics, chemistry and mathematics at an institution in higher education. Due to the relatively low numbers of females in these subjects, all were given questionnaires to answer. The findings show from students' ideas and perspectives the main aspects that influence inclusion or exclusion of female students in male dominated subjects like science and mathematics.

Aim/Purpose: Educational robotics competitions are a popular way to increase students’ interest in science and engineering during their K-12 years. However, female students are typically underrepresented in these competitions. The goal of this study is to determine differences in the experiences of male and female robotics competition students in order to better support female students and increase their representation in competition leagues. Background: VEX Robotics Competitions are one of the fastest-growing educational robotics competitions available to middle school and high school students around the world. Despite growing numbers of participants, VEX programs have a notice-able lack of female participants. In order to create a more diverse and representative program, it is important to investigate why fewer female students participate in the competitions and what can be done to better support female students. Methodology: Qualitative and quantitative data were collected from VEX mentors and students through online surveys. A total sample of N=675 VEX mentors and students participated (n=47 students and n=628 mentors). The surveys asked scaled, multiple choice, and free response questions. Through these surveys, the following research questions are answered: 1) What (if any) are the differences between male and female student experiences with VEX? 2) What (if any) are the differences in male and female students’ confidence in their technical ability? and 3) What (if any) are the differences in male and female students’ performance on VEX related robotics team tasks? Contribution: This study contributes to the growing body of work on engaging female students, and other underrepresented students, in STEM fields such as programming, engineering, and robotics. Findings: Results demonstrate the male students outnumber female students and male mentors also outnumber female mentors in this sample. Male students are significantly more confident in their general technical ability and their ability to put things together (p<.05) and students of both genders generally wished to have more female students on their teams. Results also indicate that mentors generally perceive their female students as requiring more help and that they are less engaged with construction tasks as compared to male students. Recommendations for Practitioners: VEX mentors should focus on enhancing female students’ confidence with the construction and building aspects of robotics and ensuring they get the same experience with these tasks as male students. They should consider providing supplemental hands-on training sessions, within or outside of regular team sessions, for students who wish to build confidence and experience in these areas. Recommendation for Researchers: Researchers should continue to explore the experiences of female students in robotics competitions, including differences based on grade level, mentor gender, and more. Researchers should additionally look at female students who are not a part of robotics teams (or who have left a robotics team) to understand why these teams do not appeal to them. Impact on Society: Women are still underrepresented in engineering and computer science professions. In order to bridge this gap, it is critical to find effective ways to reach girls in their K-12 years to build their confidence and interest in these fields before they reach college. This study points out critical areas where robotics competition teams should focus on building female students’ confidence. Future Research: The findings in this paper present research from year 1 of a multi-year longitudinal study. Future research will continue to track the mentors and students in this study in order to gain information on retention and change over time.

Examined the prevalence of bulimia in female junior high and high school students residing in an agricultural community within a large, rural catchment area. We conducted follow-up interviews with subgroups of clinical and control participants screened for bulimia by self-report measures. Corroborating interview data showed that the overall prevalence of bulimia was greater than 1.7%. Sole reliance on established cutoff scores from the Bulimia Test suggests estimates of about 2 % for female junior high school students and 4% for female high school students. Although bulimia appears to be somewhat more common in high school, few differences between female junior high and high school students were found in the prevalence of extreme dieting behaviors (e.g., self-induced vomiting).

Background: Emergency contraception (EC) is an effective contraceptive method or procedure used by adolescents to avert unwanted pregnancy following unprotected sexual intercourse, due to missing or non-use of regular contraceptives methods. Unwanted pregnancy and unsafe abortions are major public health problems in limited-resource countries especially for adolescents. However, there are documented knowledge gaps on EC among female high school students in Ethiopia. Objectives: This study aimed to assess the knowledge of EC and associated factors among female students in government high schools in Bole Sub-city in Addis Ababa, Ethiopia. Methods: A cross-sectional study was conducted with simple random sampling to select 634 female students in 2/6 governmental high schools using a multi-stage sampling technique resulting. Data were collected by using a self-administered questionnaire and entered in EpiData version 3.1 and analyzed using STATA 15. Descriptive statistics, bivariate and multivariable logistic regression analysis were used to assess associations. Results: The magnitude of EC knowledge was 41.6% (95% CI: 37.77, 45.59) among female high school students. The level of knowledge towards EC is significantly associated with females ages 18 years and above [AOR = 3.88; 95 % CI (1.09, 13.85)], married [AOR = 3.64; 95 % CI (1.46, 9.04)], having boyfriend [AOR = 1.85; 95 % CI (1.15, 2.99)]; having discussion about reproductive health (RH) issues with their parents [AOR = 1.80; 95 % CI(1.24, 2.61)]; and having sexual intercourse history [AOR = 5.22, 95 % CI (1.42,19.24)]. Conclusion And Recommendation: The study documents an inadequate level of knowledge towards EC among female students in two government high schools in Ethiopia. There is a need to educate all female high school students about EC as it helps them prevent unintended pregnancies and empower them to make informed choices about their sexual and reproductive health rights.

The aim of this study is to compare the physical activity levels of middle school and high school students in Canakkale province. The study included 426 female and 417 male students aged 10-17 years who voluntarily participated. The PAQ survey developed by Kowalski et al. was used to determine physical activity levels of students participating in the study. The responses of students to the survey questions had mean and standard deviation calculated and the T test used for analysis with SPSS. For middle school students, the mean age of female students was 12.16±1.23 and the mean age of male students was 12.23±1.24 years. For high school, the mean age of female students was 16.31±1.17 and the mean age of male students was 16.32±1.29 years. In terms of BMI, the value for female middle school students was 18.95±3.13 and for male middle school students was 19.18±3.78, while for female high school students it was 20.92±3.31 and for male high school students it was 22.21±5.36. The physical activity scores for female and male middle school students were 2.71±0.79 and 2.93±0.77, respectively. The physical activity scores for female and male high school students were 1.88±0.61 and 2.36±0.73, respectively. For middle school students the physical activity scores were found to be high for both genders compared to high school students. Physical activity scores for female students were lower compared to males in both school types. Article visualizations:

Nine summer fusion science research workshops for minority and female high school students were conducted at the Hampton University Center for Fusion Research and Training from 1996 to 2005. Each workshop was of the duration of eight weeks. In all 35 high school students were mentored. The students presented 28 contributed papers at the annual meetings of the American Physical Society Division of Plasma Physics. These contributed papers were very well received by the plasma physics and fusion science research community. The students won a number of prestigious local, state, and national honors, awards, prizes, and scholarships. The notable among these are the two regional finalist positions in the 1999 Siemens-Westinghouse Science and Technology Competitions; 1st Place U.S. Army Award, 2006; 1st Place U.S. Naval Science Award, 2006; Yale Science and Engineering Association Best 11th Grade Project, 2006; Society of Physics Students Book Award, 2006; APS Corporate Minority Scholarship and others. This workshop program conducted by the HU CFRT has been an exemplary success, and served the minority and female students exceptionally fruitfully. The Summer High School Fusion Science Workshop is an immensely successful outreach activity conducted by the HU CFRT. In this workshop, we train, motivate, and provide high quality research experiences to young and talented high school scholars with emphasis on under-represented minorities and female students in fusion science and related areas. The purpose of this workshop is to expose minority and female students to the excitement of research in science at an early stage in their academic lives. It is our hope that this may lead the high school students to pursue higher education and careers in physical sciences, mathematics, and perhaps in fusion science. To our knowledge, this workshop is the first and only one to date, of fusion science for under-represented minorities and female high school students at an HBCU. The faculty researchers in the HU CFRT mentor the students during summers. Mentors spend a considerable amount of time and efforts in training, teaching, guiding and supervising research projects. The HU CFRT has so far conducted nine workshops during the summers of 1996-2000 and 2002-2005. The first workshop was conducted in summer 1996. Students for the workshop are chosen from a national pool of exceptionally talented high school rising seniors/juniors. To our knowledge, most of these students have gone on to prestigious universities such as Duke University, John Hopkins University, CalTech, UCLA, Hampton University, etc. after completing their high school. For instance, Tiffany Fisher, participant of the 1996 summer workshop completed her BS in Mathematics at Hampton University in May 2001. She then went on to Wake Forest University at Winston-Salem, North Carolina to pursue graduate studies. Anshul Haldipur, participant of the 1999 summer workshop, began his undergraduate studies at Duke University in 2000. Christina Nguyen and Ilissa Martinez, participants of the 2000 summer workshop, are pursuing their undergraduate degrees at the UCLA and Florida State University respectively. The organizing committee of the APS DPP annual meeting invited Dr. Punjabi to deliver an invited talk on training the next generation of fusion scientists and engineers at the 2005 APS DPP meeting in Denver, CO. The organizing committee distributed a special flier with the Bulletin to highlight this invited talk and another talk on education as well the expo. This has given wide publicity and recognition to our workshops and Hampton University. Prof. Punjabi's talk: 'LI2 2: Training the next generation of fusion scientists and engineers: summer high school fusion science workshop, Bull. Amer. Phys. Soc. 50, 221 (2005)' was very well-received. He talked about HU education and outreach initiative and the HU CFRT Summer High School Workshop. The audience had a considerable number of questions about our workshops and the High School to PhD Pipeline in fusion science. Professor William Mathews of University of Delaware offered to give the HU Team MHD codes to use, and Professor Birdsall of University of California, Berkeley, plasma theory and simulation group, offered to give the team simple simulation codes to use. We are very happy and proud and very gratified by this, and we thank the US DOE OFES, Dr. Sam Barish and Dr. Michael Crisp for their support and encouragement.

Background: Breast cancer is the second leading cause of death among women around the world. In Indonesia, breast cancer is the leading cause of death among women. Previous studies have shown that female students have limited knowledge of breast cancer. This study is aimed at assessing the level of breast cancer knowledge among female high school students in Santo Yoseph School, Denpasar.Methods: A cross-sectional survey of 96 female high school students in Santo Yoseph School, Denpasar, was conducted using a self-administered questionnaire. Questions asked in the questionnaire were about general knowledge of breast cancer, risk factors towards breast cancer, signs and symptoms of breast cancer and knowledge of Breast Self-Examination. The data was tabulated by scoring only the correct answers and analysed using SPSS version 17 for Windows.Results: The result of the study showed that high school female students had moderate to good knowledge of breast cancer. Fifty-three (55.2%) female students had average knowledge and forty-three (44.8%) female students had good knowledge of breast cancer. The majority of the participants, seventy-five (78.1%) of them, knew that breast cancer was the leading cause of death among women in Indonesia.Conclusion: The recent findings showed that female high school students had good knowledge of breast cancer. Good knowledge of breast cancer is important for girls and women equally.

Background and Objective: This study aimed to predict math anxiety based on task self-efficacy, knowledge, and cognitive regulation in female students. Materials and Methods: The statistical population in this descriptive-correlational study included all female first-grade high school students (n=510) in Tuyserkan City of Hamedan, Iran, in the academic year 2018-2019, of whom 217 students were selected as the sample using multi-stage cluster sampling method. Data collection tools included the Usher and Pajares Mathematics Self-Efficacy Scale, Abolghasemi Mathematical Exam Anxiety Scale, and Meta-cognitive Beliefs Questionnaire of Schraw and Dennison. Pearson correlation coefficient and simultaneous multiple regression model were used to test the research hypotheses. Data were analyzed using SPSS software (version 20). Results: The results of the analysis indicated a positive and significant relationship between meta-cognitive (cognitive knowledge and cognitive regulation) beliefs and students’ mathematical task self-efficacy with mathematical anxiety. However, the models of meta-cognitive beliefs and mathematical self-efficacy could not predict the students’ mathematical anxiety. In addition, each variable of meta-cognitive belief and mathematical self-efficacy alone could not explain the mathematical anxiety in students. Conclusions: Based on the findings of the present study and those obtained in the previous studies, it can be concluded that students with high self-efficacy can control their anxiety in anxious situations better than those with low self-efficacy.

Main purpose of the present research is to study and compare Academic Anxiety among High School Students in Relation to Gender and Area of Residence. Total of 200 high school students were randomly selected from Sabarkantha District. In present research following Academic Anxiety Scale by Dr. Mohmmed Abid Siddiqui and Dr. Atieq Ul Rehman was used for data collection. To analyzed the data ‘t’ test was used. Results reveals that Male high school students have more academic anxiety then female high school students, urban high school students have more academic anxiety then rural high school students. male urban high school students have more academic anxiety then male rural high school students, female urban high school students have more academic anxiety then female rural high school students.

[Objective] The current study explored the correlation and contribution of critical thinking and metacognitive skills toward female and male students' retention in senior high school. [Methodology] This study used a descriptive correlational design, where critical thinking and metacognitive skills served as the predictor, during retention as the criterion. A total of 230 students participated in this study. The participants comprised 112 (48.70%) male students and 118 (51.30%) female students. An essay test and a scoring rubric were used to collect data on participants' critical thinking and metacognitive skills. The research data were analyzed using a multiple regression analysis at a 5% significance level, followed by ANOVA to examine the contribution of critical thinking and metacognitive skills toward male and female students' retention. [Results] The statistical analysis revealed that the simultaneous contribution of critical thinking and metacognitive skills toward female students' retention was higher than that toward male students' retention. The effective contribution values of critical thinking and metacognitive skills toward male students' retention were 2.44% and 10.06%, respectively. Meanwhile, critical thinking and metacognitive skills contributed 7.89% and 12.81% toward female students' retention. [Conclusions] There was a simultaneous correlation between critical thinking, metacognitive skills, and retention of male and female high school students. The effective contribution of critical thinking and metacognitive skills toward female students' retention was more significant than that toward male students' retention. The findings of this study suggest that high school teachers need to consider gender equality when implementing learning strategies to improve critical thinking and metacognitive skills.

The purpose of this study was to identify the sexual behavior and associated factors of Korean female junior high school students. This study design was cross-sectional, and used raw data from the 2013 Korea Youth Risk Behavior Web-based Survey. Among the data from 72,435 students, we analyzed those from 17,609 female junior high school students. Descriptive statistics were used to identify sexual behavior, and χ2-test and logistic regression were used to identify factors related to sexual behavior. Among the female students, 2.5% responded that they had experienced sexual intercourse, and the prevalence of sexual intercourse was higher among mixed-school students than girls’-school students. The students’ risk behaviors or mental health such as drinking, smoking, drug use, depression, and suicidal ideation or attempt showed significant associations whether they had experiences of sexual intercourse or not. Factors which significantly related to students’ likelihood of sexual intercourse were smoking, drug use, depression, suicidal attempt, perceived economic status, and part-time job experiences. Based on the results of this study, development of a sexual education program including a focus on the students’ risk behaviors and mental health is recommended to reduce the likelihood of risky sex among Korean female junior high school students.