American High School Research Articles

Politics of the Visible and the Invisible

Abstract In this article, we analyze and compare photographic images from some of the most widely circulated Japanese and American high school history textbooks regarding their treatment of the Pacific War. We focus on the visual component of war technology, the atomic bombings of Hiroshima and Nagasaki, and the visibility or invisibility of women, especially regarding the comfort women issue. We argue that images in the textbooks are articulated by a dialectic relationship between the visible and the invisible as a political question, thinking about the “off-screen space” as the structural principle of what we see. The textbooks’ visual memories about the Pacific War are not only influenced by what is shown but also by what is omitted and virtually depicted in the surrounding media.

Comparison of the Admission Policy of Chinese and American High School Athletes

Athletics admission is one of the admissions considered special in the United States. High school athletes in China have also been enjoying special admissions policies. The author would like to compare the admission policies for high school athletes in China and the United States. The research methods used in this paper mainly include literature review and comparative analysis. This article compares the management and admissions departments, admission standards (academic and sports), and sports programs of Chinese and American athletes, and makes a discussion and summary. The article showed that the department responsible for admissions in China is a national institution, while in the United States is NCAA. In terms of admission standards, Chinas academic standard for athletes is relatively simple, and only one test result is considered. In the United States, students high school courses, high school grades, and SAT or ACT scores are comprehensively considered.

Google Trends™ and Quality of Information Analyses of Google™ Searches Pertaining to Concussion.

Sports-related concussions occur with high incidence in the United States. Google Trends™ (GT) analyses indicate changes of public interest in a topic over time, and can be correlated with incidence of health events such as concussion. Internet searches represent a primary means of patient education for many health topics, including concussion; however, the quality of medical information yielded by internet searches is variable and frequently of an inappropriate reading level. This study therefore aims to describe GT over time and evaluate the quality and readability of information produced by Google™ searches of the term "concussion." We identified a strong negative correlation from 2009 to 2016 between GT scores and total number of American high school football participants (R 2 = 0.8553) and participants per school (R 2 = 0.9533). Between 2004 and 2020, the monthly GT popularity score were variable (p = 3.193E-08), with September having the greatest scores, correlating with the height of American tackle football season. Applying five validated quality assessment scoring systems at two time points, it was confirmed that different sources yielded varying quality of information. Academic and non-profit healthcare sources demonstrated the highest quality metrics across two time points. There was significant variability of scores among the different scoring systems, however. The majority of searches at both time points yielded information that was rated as "fair" to "poor" in quality. Applying six readability tests, we revealed that only a single commercial website offered information written at or below the American Medical Association- recommended 6th-grade level for healthcare information. In summary, GT data analyses suggest that searches correlate with the American tackle football season and increased between 2009 and 2016, given that public interest in concussion increased and annual participation in football decreased. The quality of information yielded by Google™ searches and readability are inadequate, indicating the need for significant improvement.

Accuracy of Racial Trauma Model in Middle Eastern and North African American High School Students

Introduction: Due to their classification as “White,” Middle Eastern and North African (MENA) individuals have been significantly underrepresented. Awad et al. (2019) provide a model of cumulative racial/ethnic trauma (CRET) within MENA Americans to fill in the knowledge gap around their unique racial experiences. Their model consists of factors on the micro and macro level, and outcomes on the individual and group level. This study adds to Awad et al.’s model by testing the accuracy of their CRET factors in order to improve our understanding of MENA Americans’ experiences. Methodology: A case study was conducted among 6 individuals of MENA descent from X High School. A deductive thematic analysis followed to determine the prevalence and significance of CRET factors through specific experiences within them. Results: Awad et al.’s model has many accuracies in terms of the prevalence of the CRET factors in the lives of MENA American high school students, especially the identity and recognition factor, but the theory lacks accuracy within its interpersonal discrimination factor. Conclusion: My research validated aspects of Awad’s model of CRET factors and identified areas that need improvement. These findings can be used for future social science research regarding MENA Americans’ experiences and aid in finding effective solutions to prevent or remedy their traumatic experiences.

Four Novels of 1939: Ambition and Redemption; Ethnicity and Race

Four Novels of 1939: Ambition and Redemption; Ethnicity and Race

Effects of Welfare Reform on Positive Health and Social Behaviors of Adolescents.

This paper explores a missing link in the literature on welfare reform in the U.S.-the effects on positive health and social behaviors of adolescents, who represent the next generation of potential welfare recipients. Previous research on welfare reform and adolescents has focused almost exclusively on negative behaviors and found that welfare reform led to decreases in high school dropout and teenage fertility among girls, but increases in delinquent behaviors and substance use, particularly among boys. Using nationally representative data on American high school students in 1991-2006 and a quasi-experimental research design, we estimated the effects of welfare reform implementation on eating breakfast, regular fruit/vegetable consumption, regular exercise, adequate sleep, time spent on homework, completion of assignments, participation in community activities or volunteering, participation in school athletics, participation in other school activities, and religious service attendance. We found no robust evidence that welfare reform affected any of these adolescent behaviors. In concert with the past research on welfare reform in the U.S. and adolescents, the findings do not support the implicit assumption underlying welfare reform that strong maternal work incentives would increase responsible behavior in the next generation and suggest that welfare reform had overall adverse effects on boys, who have been falling behind girls in terms of high school completion for decades.

Correction: Identifying Factors Associated with Head Impact Kinematics and Brain Strain in High School American Football via Instrumented Mouthguards

Correction: Identifying Factors Associated with Head Impact Kinematics and Brain Strain in High School American Football via Instrumented Mouthguards

Abstract B058: Cervical cancer prevention hesitancy comparison between Muslim and Non-Muslim American women: Qualitative study

Abstract Introduction HPV vaccination and regular cervical cancer screening are crucial in reducing cervical cancer morbidity and mortality. The Muslim population is a growing and understudied minority group in the US presenting with higher rates of a late-stage cervical cancer diagnosis than non-Muslims. Studies showed specific factors impacting Muslim women's beliefs and practices related to cervical cancer prevention. This study explored multi-contextual factors, including religious, behavioral, and sociocultural elements that may influence Muslim women's decisions regarding cervical cancer prevention in Virginia, USA compared to in Egypt. Methods The project recruited 20 American women (Muslim and non-Muslim) for in-depth interviews. The interviews followed a detailed guideline, asking questions about knowledge, attitude, and behavior related to HPV vaccination and cervical cancer screening. The qualitative data were analyzed using the Strauss and Corbin variation of the Grounded Theory using an iterative coding process to extract concepts and causal relations between them in the interviews. The study was approved by the Institutional Review Boards of Virginia Commonwealth University. Results The Muslim and non-Muslim cohorts showed different results. Most participants (Muslim and non-Muslim) had information about cervical cancer but not prevention methods such as the HPV vaccine. None of the single Muslim women visited a gynecologist due to modesty (Virginity), while all married women had at least one gynecologist visit. Most non-Muslim single cohorts are visiting the Primary Care Physicians regularly but not gynecologists. Female physicians were a preference for all women, the non-Muslim women were more open to male providers if there are no other options. Religious misconceptions about the risk factors of cervical cancers were common in the Muslim women cohort (e.g., cancer is a punishment from God). All participants in both cohorts agreed that vaccination generally was useful and effective, but they did not know about the HPV vaccine. None of the participants (Muslim and non-Muslim) were vaccinated against HPV. A language barrier was observed among Muslim women’s experiences in the US, even though all participants spoke English fluently. Discussion Both populations need education related to HPV prevention even those who graduated from American high school. Muslim women interfacing the health system complexity every day while they are visiting any clinic, thus creating a gap that growing up with the next generations would lead to health disparities. The next steps in this project include the implementation of community-based education programs. Our results also showed that the US healthcare providers have very little cultural competency related to the needs of Muslim women. Citation Format: Asmaa Namoos, Maryam Abdelkarim, NourEldin Abosumak, Dina Ramadan, Rana Ramadan, Venessa B. Sheppard, Tamas Gal. Cervical cancer prevention hesitancy comparison between Muslim and Non-Muslim American women: Qualitative study [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr B058.

中美高中数学教材数列内容习题的比较研究

中美高中数学教材数列内容习题的比较研究

Stable and Shifting Sexualities among American High School Students, 2015 to 2021

In a context of widespread attacks on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youth, statistics on rising LGBTQ+ identification need to be addressed with precision and care. In this visualization, the author presents nationally representative sexuality data from the Centers for Disease Control and Prevention’s Youth Risk Behavior Survey. Using stacked horizontal bar graphs, the author summarizes American high school students’ reported sexual identities and same-sex sexual contacts from 2015 to 2021. In contrast to sensationalistic reporting claiming that these data show “explosive” and “skyrocketing” growth, this visualization illustrates that most measures of American adolescent sexuality have been fairly stable. Since 2015, the only substantial changes that have occurred are in female students’ reports of being bisexual or “not sure.” These changes in sexual identity have been accompanied only by very modest changes in female students’ same-sex sexual contacts. Among male students, sexual identities and contacts have been almost entirely stable since 2015.

Utilizing Digital Storytelling to Develop a Public Health Professions Pathway for Native American High School Students.

Digital storytelling is a decentering methodology in health promotion that positions the storyteller as an expert to create a narrative of their lived experiences. This article describes using a two-phase digital storytelling process within the Diné (Navajo) Educational Philosophy framework to guide the development of a culturally grounded curriculum plan that actively engages Diné youth in exploring health professions pathways in their community. The first phase consisted of developing a high school digital storytelling team by training three Diné youth attending high school on the Navajo Nation located in southwest United States, in digital storytelling. In the second phase, the high school digital storytelling team worked collaboratively with seven Diné students enrolled at the local tribal college to develop digital stories about navigating from high school to college. Data from seven completed digital stories were analyzed with assistance from a community advisory board to identify asset-based themes that contributed to positively transitioning from high school to a tribal college. The results revealed several strategies for successful transitions from high school to a public health college major. The culturally relevant strategies and stories were incorporated into a school-based health professions pathway curriculum plan for Diné youth.

American High School Students' Knowledge and Beliefs about Parenting and Early Childhood Development.

Income-based achievement gaps in cognitive skills are already large when children enter Kindergarten. By adopting a preventative approach that considers the efficacy of providing parenting knowledge to individuals before they become parents while they are still in secondary school, we may be able to reduce achievement gaps. In this study, we examined adolescents' knowledge and understanding of parenting and child development by creating and validating the Adolescent Parenting Knowledge and Attitudes Survey and administering it to over 1000 US high school students. This study shows that while many high school students hold beliefs consistent with successful outcomes for young children and their learning, there is much room for increasing their knowledge. The findings are discussed as presenting a potential opportunity to use high school as a site to improve adolescents' knowledge and attitudes related to child rearing and development.

Sport-related Structural Brain Injury in High School and College American Football Athletes, 2002-2020: Effect of Lystedt Law.

A previous report revealed an average of 7.2 (0.67 per 100,000 participants) sport-related structural brain injuries (SRSBIs) with macroscopic lesions per year in high school (HS) and college football players. The Lystedt law and other rule changes have been implemented with intent to reduce the risk of brain injury in football. To update the profile of SRSBIs in HS and college football players and evaluate the efficacy of legislation intended to reduce brain injuries. Descriptive epidemiology study. Level 4. We retrospectively reviewed 18 academic years (July 2002 through June 2020) of SRSBIs catalogued by the National Registry of Catastrophic Sports Injuries. The incidence of SRSBIs was assessed at the HS level during the pre (July 2002 through June 2009), transitional (July 2009 through June 2014), and post (July 2014 through June 2020) universal adoption time periods of the Lystedt law. In addition, the incidence of SRSBIs during the second half of the study (2011-2012 through 2019-2020) was compared with the first half of the study (2002-2003 through 2010-2011). During the study period, there was a total of 228 SRSBIs (12.7 per year, 1.01 per 100,000 participants): 212 (93%, 11.8 per year, 1.00 per 100,000) in HS athletes and 16 (7%, 0.89 per year, 1.17 per 100,000) in college athletes. There were 52 fatalities (2.9 per year, 0.22 per 100,000 participants) with 46 (2.56 per year, 0.22 per 100,000) in HS athletes and 6 (0.33 per year, 0.43/100,000) in college athletes. There was no significant difference in risk of HS total SRSBIs or fatalities during the 3 Lystedt periods. The risk of combined SRSBI cases [relative risk (RR) = 1.22, P = 0.13] and fatalities (RR = 1.20, P = 0.52) was similar in the second half of the study compared with the first half of the study. Despite implementation of rule changes intended to reduce head injury, in particular the Lystedt law, the incidence of SRSBIs has remained unchanged. Further research is necessary to develop effective prevention programs for SRSBIs. SRSBIs remain a persistent problem in HS and college American football. The recent head injury rule changes have not been effective at reducing SRSBIs.

Bicultural Identity & Diet: A Study of Asian Americans and the Role of Schools

Over the past decade, Asian Americans (AA) were the fastest growing racial group in the U.S. Though numerous studies have identified factors, such as diet, language, and discrimination, as relevant players in the acculturation and identity formation processes of AA, few focus on the perspectives of AA youth, especially within the high school setting. The present study aims to investigate how Asian American high school students’ dietary habits are related to their perception of their bicultural identity. Moreover, it seeks to identify what culture-related challenges AA students face and potential supportive strategies for schools. Using a qualitative, phenomenological approach, 10 AA students were surveyed and interviewed at a suburban public high school in the Pacific Northwest region of the U.S. Through content analysis of the survey and interview data, a few themes emerged in the following categories: a) Dietary habits and bicultural identity, b) Challenges with bicultural identity, and c) Suggestions for schools. Results suggest a strong correlation between dietary habits and perceptions about their bicultural identity. Confusion about cultural identity and negative racial comments or stereotypes were among the challenges, internal and external, identified. In addition to existing factors that contribute to AA students’ sense of cultural belonging at school, like cultural clubs, potential suggestions for schools include greater AAPI representation in the curriculum, faculty, and food offered. Implications include the implementation of the suggestions at schools and future research on AA identity, cultural challenges, and diversity efforts inside and outside of school.

Homophobic Bullying as Gender Policing: Population-Based Evidence

Although the policing of gendered embodiment is central to ethnographic accounts of sexual minority bullying, data limitations have prevented population-level analyses of how gender expression shapes bullying victimization. Using novel data on gender expression, I document the dynamics of gender policing in contemporary American high schools. Analyzing population-representative surveys from eight states and 10 school districts, I examine how students’ assigned sex, sexual identity, and gender expression intersectionally shape their risk for bullying. Consistent with patterns of cultural sexism that stigmatize male “femininity” more harshly than female “masculinity,” I find that gender expression powerfully stratifies bullying among boys but is seemingly unrelated to bullying for girls. Boys who report feeling seen as “very feminine” are 3.5 times more likely to be bullied than their “very masculine” peers. By contrast, girls’ bullying rates are roughly constant across the gender expression spectrum. Stratifying by sexuality, I find that highly conforming gender expression offers some protection against bullying for sexual minority boys but no protection for sexual minority girls. This study illustrates the value of gradational measures of gendered embodiment and makes newly visible the powerful sanctions pressuring boys into narrow, heteronormative enactments of masculinity.

A Comparative Study of the "Late Qing History" Text System in Chinese and American High School History Textbooks

As the most important vehicle of knowledge in history teaching, the history textbook is the basis and prerequisite for successful history education. As the foundational structure in history textbooks, the text systematically presents a complete as well as comprehensive overview of the historical process, reflecting important events, people, and phenomena in the development of history. It defines the depth and breadth of the content of history instruction in order to safeguard the goal of teaching history as a nurturing and developing subject. In both countries, the history of the late Qing Dynasty has a relatively important place in high school history teaching, but the selection of knowledge points and the presentation of ideas in the content of the history of the late Qing Dynasty have their own distinctive characteristics. Therefore, this paper aims to present the differences between the content of the two editions of "History of the Late Qing Dynasty" through a comparison of the content selection and presentation of historical events in the Chinese and American textbooks, and to touch upon the root causes behind the differences.

Relationships among peer- relatedness, self-confidence, peer victimization, social anxiety and school satisfaction in American high school students

ABSTRACT Background Poor peer relationships and peer victimization can enhance anxiety and diminish adolescents’ school experiences, whereas positive peer relationships and self-confidence can enhance school satisfaction. These experiences may be particularly relevant in physical education (PE) settings; yet, little is known about the roles that peers in PE play in students’ adjustment (e.g. self-confidence, anxiety, school satisfaction). Purpose: The purpose of the study was to examine whether and to what extent (1) student perceived peer-relatedness support, and frequency of peer victimization (i.e. witnessing, victimization, and perpetration) explain social anxiety in PE, and (2) student perceived peer-relatedness support, and self-confidence in PE explain student perception of school satisfaction. Design This is a descriptive-analytic study utilizing multi-stage random sampling methods for recruitment. Participants included American high school students (N = 224; grades 9–12; female = 53.2% male = 36.8%) aged 14–18 years (M age = 15.25, SD = 0.97) who completed an electronic survey containing five total instruments to measure peer-relatedness support, frequency of peer victimization, social anxiety in PE, self-confidence in PE, and perception of school satisfaction. Results Results from hierarchical multiple regression revealed that peer-relatedness in PE was important regarding social anxiety experienced in PE (β = −.24; p = −0.29) explaining 7.3% of the variance, and even contributed towards overall school satisfaction (β = 0.26; p = 0.34) explaining 11.1% of the variance. Higher levels of peer-relatedness were associated with lower levels of social anxiety and higher levels of school satisfaction. Further, self-confidence in PE was positively associated with overall school satisfaction (β = 0.18; p = 0.30) explaining 1.9% of the variance. Students’ victimization experience in PE, whether as a perpetrator, victim, or witness, was not significantly related to social anxiety (β = 0.07, p = 0.14; β = −0.90, p = −0.16; β = −0.10 p = 0.06, respectively). Conclusion Students experiencing positive peer-relatedness and self-confidence in PE tend to be more satisfied with school and less socially anxious in PE. However, predictor variables only explained a small percentage of variance in the outcomes of interest, particularly for social anxiety, suggesting that additional research is needed to elucidate additional factors associated with school satisfaction and social anxiety given their key role in students’ overall adjustment. Nonetheless, this study suggests that the peer context within PE classrooms should be considered in future research and teachers’ classroom practices.

Henry Hamlet's Heart by Rhiannon Wilde

Reviewed by: Henry Hamlet's Heart by Rhiannon Wilde Aaren Tucker Wilde, Rhiannon Henry Hamlet's Heart. Charlesbridge, 2022 [336p] Trade ed. ISBN 9781623543693 $18.99 E-book ed. ISBN 9781632893475 $10.99 Reviewed from digital galleys R Gr. 9-12 Henry Hamlet is many things: a good student, school captain, leader of the debate club. He is also the unfortunate possessor of the nickname "Spew Grant" after projectile vomiting on a girl's shoes. Although Henry has definitely learned that he and underage drinking are not a good mix, he nevertheless finds himself imbibing at another party he doesn't really want to attend. When someone dares Henry's best friend, Lennon Cane, to kiss Henry, their drunken lip-lock turns heated, and Henry suddenly has a new set of problems to cope with. Is it possible to turn your best friend into your boyfriend without losing the friendship you already have? And will commitment-phobic Len stick around or break Henry's heart? This Australian import and Wilde's debut is a sweet, if a little directionless, slice-of-life about two teens fumbling their way toward each other, with plenty of mistakes on both sides. Set in Brisbane in 2008, the not-so-distant past does not feel all that different from today; more unique is the location, and U.S. readers will find it interesting to compare Australian and American high school life. Minimalist dialogue can sometimes leave readers behind, but Henry's first-person narration fills in the gaps. Complete with grand romantic gestures and a slightly overwrought ending, this otherwise understated novel will delight romance fans, particularly those of Benjamin Alire Sáenz's Aristotle & Dante books. Copyright © 2022 The Board of Trustees of the University of Illinois

Social and Spatial Representations of the Nerd in Donnie Darko

The nerds of 20th and 21st century global pop and visual culture have taken various forms over the decades. In a plethora of media - from video games to comic books to film - individuals associated with this subject position have typically been shown to be on the periphery of socio-spatially determined spaces of value. Through contemporary North American high school dramas, comedies, romances, and thrillers ranging from The Faculty (1998) to She’s All That (1999) to The Twilight Saga (2008-2012), these socio-spatial spaces of value are typically associated with social capital and popularity. Richard Kelly’s protagonist in his directorial debut Donnie Darko (2001) raises interesting questions concerning the relationship between the nerd, the outsider and the loner, and their relation to social and personal space. In socio-spatial terms, Donnie calls into question the value and power of socio-spatially determined zones of value if one sees such spaces and structures as valueless in principium. This paper conducts a close reading of Donnie Darko, beginning with the assumption that Donnie is a nerd and, parsing the character through the socio-spatial relations of a variety of adolescent subject positions, what Donnie Darko ultimately uncovers about identity, space, and value.

Racial/Ethnic Differences in Chronic Disease Predictors Among American High School Students.

Few studies have attempted to define clusters of chronic disease predictors with additional focus on racial/ethnic differences. The purpose of this study was to highlight differences in predictors of chronic diseases among American high school students by identifying subgroups using latent class analysis (LCA). The chronic disease predictor variable used in the analysis was created from 5 modified items in the 2019 Youth Risk Behavior Surveillance that were identified to be critical to healthy lifestyles in Healthy People 2020. Descriptive, bivariate, multinomial logistic regression and LCA were performed using SAS 9.4 and Mplus in 9th to 12th grade students, using data from the Youth Risk Behavior Survey (N=13,677). Three distinct classes emerged for US high school students and were characterized as high, moderate, and low risk of chronic disease (38%, 33%, and 29%, respectively). Black and Asian students had a higher chance of being in the high-risk class of chronic diseases. Emphasis should be placed on sociocultural and socio-environmentally structured prevention programs for at risk/students, ensuring that policy formation reflects the language, identity, and needs of the populations at risk. The behavioral similarities of the classes identified highlight the need for continued research, novel interventions, and culturally sensitive strategies and policies in US high schools.