Proportion Of White Students Research Articles

Is careers work white? A collaborative research project with minority ethnic students of career development practice

The diversity of the career development profession plays a critical part in the sector’s ability to challenge inequality. At the same time, the awarding gap between the proportions of white students and UK minority ethnic students being awarded a higher degree classification in UK universities (where many career development practitioners train) is well documented. This article reports on a study devised to explore the experiences of UKME students on one institution’s career development courses and at work, in relation to their race and culture. It outlines the challenges and findings of the study that relate to the curriculum for trainee career development professionals, as well as pedagogic practices in professional development programmes. The article concludes with considerations for further decolonial practices for career development work.

Dreaming of College Versus Going to College: Expectations and Enrollment Among Autistic Students

This study uses data from the National Longitudinal Transitional Study 2 to examine relationships between expectations about college education and enrollment patterns among students on the autism spectrum. Results reveal that although more than half of the students reported that they were likely to attend college, among their Individualized Education Programs, only 44% listed postsecondary education as a primary transition goal, and just a third of parents reported expecting that their children would pursue a college education. Furthermore, parental expectations were predicted by cognitive ability, home language, access to the general education curriculum, psychological services, and occupational therapy, while actual enrollment patterns were predicted by a different set of variables: cognitive ability, self-care skills, household responsibilities, conversational skills, access to the general education curriculum, occupational therapy, assistive technology, parent–teacher meetings for postsecondary goal planning, and proportion of White students in school. The predictive patterns suggest practical implications for college-bound students on the spectrum.

Report on the Academy/Commission on Dietetic Registration 2020 Needs Satisfaction Survey

Report on the Academy/Commission on Dietetic Registration 2020 Needs Satisfaction Survey

Opting Out in the Empire State: A Geographic Analysis of Opting Out in New York, Spring 2015 & 2016

Background Recently, states have experienced widely varying participation in annual assessments, with the opt-out movement concentrated in New York State and Colorado. Geographic variation between and within states suggests that the diffusion of opting out is multilayered and an appropriate phenomenon to explore geographic dimensions of social movements in education. Purpose The study analyzes the geographic patterns of opting out from state assessments in school districts in New York State. Research Design We conducted linear regression and geographically weighted regression on district-level proportions of third- through eighth-grade students in local public school districts for 2015 and 2016 (n = 623), excluding New York City and charter schools. Independent variables included the district-level proportion of students with disabilities, identified as English Language Learners, and identified as White; census-based small-area child poverty estimates for the districts; and the geographic population density of the district. Linear regressions excluded racial and ethnic dummy variables to reduce collinearity problems, and geographically weighted regression limited geographically varying coefficients to child poverty and population density based on preliminary analyses. Findings The unweighted ordinary least squares (OLS) of district-level opting out in both spring 2015 and spring 2016 are weakly predictive as a whole (adjusted R2 < .20). In both years, population density was a statistically significant but low-magnitude predictor of change in opt-out behavior using OLS. The proportion of students with Individualized Education Plans was positively associated with opt-out behavior, and district-level child poverty was negatively associated with opt-out behavior. The proportion of White students was a statistically significant positive predictor of opt-out behavior in spring 2015 but not statistically significant for 2016, though with a coefficient in the same direction (positive). Analyzing the same data with geographically weighted regression more than doubled the adjusted R2 for each year and demonstrated that there were areas of New York State where the coefficients associated with child poverty and population density reversed direction, with suburban Long Island and the western upstate region as areas with a magnified negative association between district-level child poverty and opting-out percentages. Conclusions In the past five years, social networks have enabled the long-distance organizing of social and political movements in education, including opting-out and teacher walkouts. However, the long-distance transmission of ideas does not explain intrastate variations. In this study, geographically weighted regression revealed the local variations in relationships between opting-out and two key variables. Local networks still matter critically to social organizing around education.

Greater proportion of white students awarded upper class pharmacy degrees, compared with BAME students

Greater proportion of white students awarded upper class pharmacy degrees, compared with BAME students

Which New Yorkers vote with their wallets? The impact of teacher quality data on household sorting, and residential and school demographics

This paper examines the relationship between the February 2012 New York City teacher quality data release, the racial and ethnic composition of elementary and middle public schools and their neighborhoods, and housing prices. A unique dataset that links teacher quality to school characteristics, housing prices and characteristics, and Census data is used to estimate a difference-in-difference model to estimate the impact of the teacher quality release on housing prices. These results are then used to estimate the impact of the data release on residential and school demographics. The results in this study provide the first evidence of the effects of teacher quality measures on the housing market in New York City and the demographic shifts in residential and school mobility patterns as a result. The data suggests that the housing market responds significantly to the new information that was provided by the release of the teacher quality information, even when taking into consideration the school grades and other variables that may influence teacher quality measures. The magnitude of how much housing prices increase is greatly impacted by certain neighborhood demographics and the results show that Hispanic neighborhoods with a high proportion of free and reduced price lunch students are among the neighborhoods that had the highest increase in housing prices due to the teacher quality release. Not only that, but the areas that had the highest increase in housing prices due to the teacher quality release have experienced increases in the proportion of white students and the neighborhoods are becoming more racially diverse.

Predicting High School Minority Adolescents’ Drinking from Their Exposure to White Schoolmates: Differences and Similarities among Hispanic, Black, and Asian U.S. Adolescents

White students’ drinking may constitute a risk factor for drinking among same-school minority adolescents. Our study examined data from 14,986 ethnic minority American high school students (56% female, mean age = 15.6). Models examined associations between school-level White student drinking and same-school Black, Hispanic, and Asian adolescents’ drinking, as well as whether schools’ proportions of White students and friendships with White schoolmates moderated these associations. Both school-level White students’ drinking and minority students’ friendships with White schoolmates were associated with levels of minority student drinking. But these associations were dependent upon levels of other study variables. In particular, there were higher associations between school-level risk factors and minorities’ drinking when minority adolescents had high proportions of Whites among their friends.

School Administrator Assessments of Bullying and State-Mandated Testing

Bully victimization is associated with lower academic performance for individual students; however, less is known about the impact of bullying on the academic performance of the school as a whole. This study examined how retrospective administrator reports of both the prevalence of teasing and bullying (PTB) and the use of evidence-based bullying prevention efforts might be associated with school-wide performance on 11 state-mandated achievement tests. Hierarchical regression analyses conducted at the school level with 301 Virginia high schools found that principal reports of both PTB and bullying prevention efforts were associated with the proportion of students that passed achievement testing. Findings could not be attributed to the proportion of White students in the school, student poverty, school size, or urban location, which were statistically controlled.

Are students in public high schools in South Africa physically active? Outcome of the 1st South African National Youth Risk Behaviour Survey.

The first Youth Risk Behaviour Survey in South Africa was carried out to establish the prevalence of key health risk behaviours among high school students. Though physical inactivity is a commonly reported contributory factor to chronic diseases of lifestyle in South Africa, there is no reliable national database on the participation of children and adolescents in physical activity. This cross-sectional national prevalence study among students attending government schools in the nine provinces in South Africa utilized a two-stage cluster sample design. Statistical analysis allowed for clustered sampling, and data collected through self-administered questionnaire were weighted to reflect the underlying student population. Data of 10,699 participants were analyzed. More than one third (37.5%) of the students engaged in insufficient physical activity. By population group, a significantly lower proportion of white students (29.4%) than black (37.5%) and coloured students (45.6%) engaged in insufficient physical activity. Among those who abstained from participation, 25.9% were unwilling to participate, with significantly fewer white (26.8%) and black (25.1%) students feeling unsafe in their surroundings compared with coloured students (35.3%). Significantly fewer white students (5.6%) had no access to facilities compared to black students (17.0%). White students and students in higher grades reported lower rates of physical education classes at school. Though the promotion of physical activity and healthy lifestyle is a national priority in South Africa, the survey indicates the need to pay attention to an appreciable proportion of high school students who do not participate sufficiently in physical activity.

What Does Educational Research Tell us About School Desegregation Effects?

James Coleman's (Coleman et al., 1966) Equality of Educational Opportunity (EEO) study (referred to elsewhere as the Coleman report) has been the single most influential document on school desegregation policy and research. The finding that had the greatest impact was that Black students' academic achievement increased as the proportion of White students in their schools increased. Various methodological criticisms of the Coleman report generated a series of reanalyses of the EEO data (U.S. Commission on Civil Rights, 1967; Armor, 1972; McPartland, 1968; Pettigrew and Riley, 1972). However, the positive relationship between Black achievement and percentage White student enrollment was also confirmed in these reanalyses. Armor (1972) and others who reassessed the EEO data amended the initial finding by Coleman and his colleagues by noting that the positive effect of percentage White on Black achievement was due to desegregation at the classroom level as opposed to the school level.