Suburban High School Research Articles

School Transportation as Social Capital: Suburban School Leaders at the Wheel of Equitable Access

The roots of opportunity gaps in suburban schools often lie hidden in widely-accepted operational practices. Despite the importance of the informal curriculum to social capital development, suburban leaders sometimes underestimate how transportation restrictions can bar access to resources that are critical to advancing their Black, Brown, and lower-income students. This case illuminates how racism, classism, and housing segregation worked synergistically to create marginalizing transportation conditions in a majority-White suburban high school, and how the social-emotional impact ultimately led to the exclusionary discipline of two students. It addresses how race-neutral policies and deficit cultures contribute to unjust treatment of minoritized students, and underscores the need for suburban leaders to become racially literate and advocate for practices that ensure equitable access to capital-building resources for every student.

Pedagogical translation for reading comprehension in mixed HL‐L2 secondary classrooms

AbstractThis exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)‐second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL‐L2 secondary Spanish classrooms at a suburban high school in the southwestern United States. The research question, How does pedagogical translation influence reading comprehension in a mixed HL‐L2 secondary Spanish classroom is addressed in this work. Findings indicated that through a pedagogical translation activity, heritage language learners (HLLs) and second language learners (L2Ls) demonstrated metalinguistic awareness and vocabulary learning, which are indicators of reading comprehension. Differing HLL and L2L learning approaches during the activities are discussed, followed by pedagogical and research implications.

Exploring the role of virtual exhibition and media design rhetoric in learning history

This paper investigates the intersection of media and design literacies in learners becoming more competent in developing complex ideas within a history classroom. Drawing from multiliteracies, design literacy, and media literacy, this paper conceptualizes media design rhetoric as a process. It utilizes a virtual exhibition as a facilitator to deepen the understanding of propaganda. We accumulate qualitative data from artifacts created by 10th and 11th graders (age range: 15–17) in a history classroom within a suburban high school in Western Canada, with written reflections on their artifacts. artefact analysis is followed by thematic and subject analysis in NVivo 12. Results show that media design rhetoric supports learners in deepening their understanding of propaganda, critically reading media, and creatively communicating messages. Results suggest that virtual exhibitions can be pivotal in creating new artifacts with complex but interest-driven topics. This research introduces media design rhetoric as a bridging concept (between multiliteracies, design literacy, and media literacy) and situates virtual exhibitions as a facilitator for developing complex ideas. This research highlights the significance of critical thinking and creativity in the media design rhetoric, as students critically engaged with historical content and creatively adapted it to modern contexts.

CCM in the choral classroom: Pedagogical practices of two high school music educators

This study aims to enrich the discourse on integrating contemporary commercial music (CCM) genres into vocal music education. Despite existing methodologies by vocal pedagogues, there is a pressing need for a formalized CCM pedagogy. Developing such a pedagogy requires understanding and possibly drawing inspiration from the pedagogical practices and philosophical beliefs of current vocal music educators teaching these styles. To delve deeper, the author conducted a qualitative case study with two suburban high school music educators proficient in CCM vocal techniques. Each participant underwent a 30- to 40-minute semi-structured interview and an observed rehearsal, and provided course materials. Analysis revealed key themes: Caroline’s motivation, teaching techniques and community response; and Matt’s musical background, motivation, beliefs, teaching practices and community response. Despite contextual differences, both shared musical backgrounds and positive community feedback. These findings offer insights for vocal music educators and teacher education programmes.

Shifting perspectives: High school students' evaluations of a social norms campaign to reduce bullying and sexual harassment and promote helping behavior

AbstractBullying and sexual harassment are commonly experienced by secondary students, yet these behaviors are seldom targeted for intervention in high schools. Norms and Bystander Intervention Training (NAB IT!) is a program designed to address bullying and sexual harassment through promoting prosocial norms and helping behaviors among high school students. This mixed methods study examined students' receptivity to and perceptions of the NAB IT! social norms campaign. The campaign was delivered over 7 weeks in a suburban high school (grades 9–12) in the northeastern United States. Twenty‐eight students (60.7% females; 25.0% males; 7.2% genderqueer/gender non‐conforming/transgender) participated in focus group discussions and provided quantitative ratings of the campaign. Participants were White (82.1%), Asian (7.1%), Multiracial (7.1%), and African American (3.6%). Students appreciated the prosocial messaging and believed that the campaign raised awareness of bullying and sexual harassment. Students reported that the campaign elicited greater self‐reflection and discussion about potentially harmful behaviors. Nonetheless, some students doubted the credibility of the messages and noted incongruence between the messages and what they have observed in the school. Students indicated the need for more skills training for themselves and for faculty.

(146) Sex Education and Pattern of Sexual Behavior among Adolescents in a Sub-Urban High School

Abstract Introduction Adolescence being the transition from childhood to adulthood may be associated with risky sexual behavior with consequences that may last a lifetime. Sex education for teenagers to encourage safe sexual practices is necessary to build a society of adults with healthy sexual lifestyle. The details of the source of information, level of knowledge and actual sexual practices among these adolescents will inform the approach to supplying adequate information. Objective The objective of the study is to demonstrate the level of knowledge of adolescents about safe sexual practices, contraceptives and their pattern of behavior. Methods Data regarding knowledge and sexual behavior was obtained from adolescents in a Sub-Urban high school with the aid of pre-tested self-administered questionnaire. The data was imputed and analyzed with the IBM SPSS software. Results A total of 107 adolescents aged 13 to 19years (mean - 16.078years) with average weight of 47.931Kg; 53(49.5%) were males and 54(50.5%) were females. About half (51.4%) practice Christianity and 48.6% practice Islamic religion and majority (96.3%) were in their penultimate class in high school. Majority of respondents (87.7%) reported having formal sex education, the commonest source of sex education was school in 76.9%, other sources of information were parents (11.0%), friends and peers (8.7%), mass media (4.4%) and siblings (2.2%). The quality of knowledge of these adolescents may be poor, as many as 25% of respondents think that casual sex does not predispose to infections and only 21.8% had any knowledge of modern contraceptives. Nearly one-quarter (23.36%) of respondents have commenced sexual activities with the mean age at coitarche being 12.38±2.38years; majority in this category (92%) being males. The commonest form of sexual practice is peno-vagina intercourse which is seen in 21.7% of respondents, 13.3% practice masturbation, 5.8% of respondents have had homosexual activities, 6.7% practice oral sex and 1.9% practice peno-anal sex. Among the sexually active respondents, 72% have had multiple sexual partners, 32% practice casual sex. Majority (92%) have used male condoms before but only 32% of sexually active respondents regularly use condoms. Majority (98%) of sexually naïve were contented with their status and 13% of sexually active respondents wished they had delayed sexual activities. Conclusions Although, intervention at adolescence with sex and reproductive health services offers the opportunity to form societies with healthy sexual lifestyle, the level of knowledge of sex education among adolescents in Sub-Urban communities remain poor yet a significant proportion of these Adolescents have commenced sexual activities with some practicing risky sexual behavior. Disclosure No.

Optimizing the Combination of Common Clinical Concussion Batteries to Predict Persistent Postconcussion Symptoms in a Prospective Cohort of Concussed Youth.

Studies have evaluated individual factors associated with persistent postconcussion symptoms (PPCS) in youth concussion, but no study has combined individual elements of common concussion batteries with patient characteristics, comorbidities, and visio-vestibular deficits in assessing an optimal model to predict PPCS. To determine the combination of elements from 4 commonly used clinical concussion batteries and known patient characteristics and comorbid risk factors that maximize the ability to predict PPCS. Cohort study; Level of evidence, 2. We enrolled 198 concussed participants-87 developed PPCS and 111 did not-aged 8 to 19 years assessed within 14 days of injury from a suburban high school and the concussion program of a tertiary care academic medical center. We defined PPCS as a Post-Concussion Symptom Inventory (PCSI) score at 28 days from injury of ≥3 points compared with the preinjury PCSI score-scaled for younger children. Predictors included the individual elements of the visio-vestibular examination (VVE), Sport Concussion Assessment Tool, 5th Edition (SCAT-5), King-Devick test, and PCSI, in addition to age, sex, concussion history, and migraine headache history. The individual elements of these tests were grouped into interpretable factors using sparse principal component analysis. The 12 resultant factors were combined into a logistic regression and ranked by frequency of inclusion into the combined optimal model, whose predictive performance was compared with the VVE, initial PCSI, and the current existing predictive model (the Predicting and Prevention Postconcussive Problems in Pediatrics (5P) prediction rule) using the area under the receiver operating characteristic curve (AUC). A cluster of 2 factors (SCAT-5/PCSI symptoms and VVE near point of convergence/accommodation) emerged. A model fit with these factors had an AUC of 0.805 (95% CI, 0.661-0.929). This was a higher AUC point estimate, with overlapping 95% CIs, compared with the PCSI (AUC, 0.773 [95% CI, 0.617-0.912]), VVE (AUC, 0.736 [95% CI, 0.569-0.878]), and 5P Prediction Rule (AUC, 0.728 [95% CI, 0.554-0.870]). Among commonly used clinical assessments for youth concussion, a combination of symptom burden and the vision component of the VVE has the potential to augment predictive power for PPCS over either current risk models or individual batteries.

Mindfulness and Academic Resilience of Suburban High School Students

Being a suburban high school student is complicated. They must overcome numerous challenges, obstacles, and risks to fulfil their role as high school students. High school students need more facilities and infrastructure to develop their full potential, which can result academic setbacks. Academic resilience and mindfulness are two factors that can assist individuals in avoiding experiencing setbacks during the learning process. This study aimed to examine the correlation between mindfulness and academic resilience among suburban high school students. The research employed a quantitative method and correlational design. The study utilized the incidental sampling technique in which the sample comprised of 535 suburban high school students in Semarang Regency. The employed research instruments were the Five Facet Mindfulness Questionnaire (FFMQ) (α = .914) and the Academic Resilience Scale (ARS-30) (α = .958). The data were analysed using Spearman's Rho correlation test. The study demonstrated weak significant positive correlation between mindfulness and academic resilience (r = .162 and sig = .000). This demonstrated that mindfulness was one of the factors associated with increased academic resilience among suburban high school students.

“Do you Shower with your Hijab?”

Abstract In this article, I use data from a Critical Participatory Action Research (CPAR) conducted in a high school in Salt Lake City, Utah to understand how racialization influences the sense of belonging for Muslim girls who veil. Using data collected through high school students’ questionnaires, Muslim girls’ personal experiences, and interviews with administration and faculty, I investigate how non-Muslim peers and school staff perceive Muslim girls at Mount Top High, a suburban high school. These perceptions shape the way members of the school community interact with Muslim girls and have a great impact on students’ sense of belonging and academic achievement.

Analysis of Thermal Condition of Classrooms in Suburban Area During Corona Virus Desease using Adaptive Method

This article addresses the influence of a classroom’s thermal environment on the thermal comfort of the student when windows and vents are wide open during a pandemic, following Corona Virus Desease regulations. This research was conducted quantitatively by measuring the classrooms’ thermal environments from 08:00 to 13:00 at a suburban high school. The findings indicate that the classroom’s average air temperature (Ta) was 29.80°C, with an average relative humidity (RH) of 67.71%, an average airflow velocity (V) of 0.05m/s, an average Mean Radiant Temperature (MRT) of 29.67°C, and an average operating temperature (Top) of 29.72°C. An analysis was conducted using the web-based CBE Thermal Comfort Tool with the Adaptive Method, which can analyze the acceptance of thermal conditions based on operative temperature (Top). According to the analysis, it can be concluded that the thermal environment conditions in the morning in a “Comfortable” condition based on the ASHRAE-55 scale with the operative temperature (Top) are 27.37°C, the airflow speed (V) is 0.3m/s, and the prevailing mean outdoor temperature is 29.73°C. However, during the day, the ambient environmental conditions change, and the thermal comfort turns to “Too Warm” due to the operative temperature condition (Top), which is at the highest point of 31.46°C, with a prevailing mean outdoor temperature of 29.73°C, and an airflow speed (V) of 0.3m/s. It can be seen that the condition has not been able to meet the ASHRAE-55 standard, both in the 80% acceptability limit and the 90% acceptability limit range.

Reflective Practice: Effective Strategies for Combatting Challenges with Grading Policies

This reflective practice aims to identify and evaluate possible strategies to overcome certain limitations of the world language departmental grading policies in the high school where I teach. As a French teacher at a large public suburban high school in the northeastern United States, I sought to examine the problem of not knowing which strategies were most effective in overcoming my challenges with specific grading policies. John Dewey’s theories of reflection and experience provided the theoretical lens with which I explored the problem. I identified strategies associated with four categories of challenges and engaged in reflective evaluation and decision-making based on my experiences and the expertise of other scholars. The reflective process was stimulating, complex, and contemplative. Engaging in reflective practice was critical to evaluating the merits of my practices and identifying effective strategies to overcome certain limitations. I hope other educators, administrators, and policymakers can benefit from this reflection when considering best practices for grading students.

Understanding the impact of ChatGPT in education

With the advent of Artificial Intelligence (AI) in educational settings, particularly the integration of tools like ChatGPT, research on the impact of ChatGPT in education becomes a critical and timely endeavor, especially when it includes insights from students rather than just teachers. This exploratory study aims to examine students’ attitudes, perceptions, and ethical concerns towards AI integration in learning environments by directly engaging 60 students from diverse geographical regions and educational background. The sample includes students from urban higher education and suburban high school. The study is founded on a quantitative research design and cross-sectional survey methodology. The findings reveal a clear digital divide in AI usage, with urban students demonstrating more engagement with ChatGPT for educational purposes than their suburban counterparts, thereby unveiling an underlying disparity in technological access. Ambiguity prevails among students about distinct functionalities and benefits of AI language models like ChatGPT, hinting at the need for clearer elucidation of AI’s unique capabilities. Ethical concerns also emerge, especially regarding AI accuracy and the potential for misuse leading to a decline in critical thinking skills. However, despite these challenges, students generally express optimism about the future refinement and widespread application of ChatGPT. In conclusion, this study underscores the importance of promoting digital inclusivity, establishing clear ethical guidelines, and striving for continuous improvements in AI accuracy, all while maintaining student-centric approach. Future direction suggests a focus on enhancing digital inclusivity, ethical considerations, AI accuracy and educational strategies around unique functionalities of AI tools.

“We are Not All Named Maria”: Building Transnational Identities in a United States International Baccalaureate High School

ABSTRACT In this study, we use discursive analytic tools to understand how transnational high school students in one suburban high school in the United States Pacific Northwest describe their social and academic experiences in school. The majority of the students from this study were born in the United States and therefore do not fit with the traditional, geographically based conception of transnational. However, we argue that they experience cultural, social, and linguistic transnationalism in a variety of ways, and that their alignment with these complex identities influences their day-to-day interactions in school. We examine how these youth used language to position themselves racially and linguistically relative to others in their school community, and the figured worlds they drew on in the process. We find that 15 students expressed the complexity of their experiences as both insiders and outsiders in this school, sometimes engaging—and other times rejecting— the identities others ascribed to them.

Concern for Police Brutality, Societal Discrimination, and School Shootings and Subsequent Cigarette and Cannabis Use in Los Angeles County Hispanic and Non-Hispanic White Youth: a Longitudinal Study.

Examine if concerns for police brutality, societal discrimination, and school shootings relate to subsequent cigarette and cannabis use among Hispanic and non-Hispanic White (NHW) youth. Hispanic youth may be particularly vulnerable to such concern. Data are from the University of Southern California's Happiness and Health Survey, a prospective cohort study, which followed Hispanic (N = 1007) and NHW (N = 251) students from ten inner-city and suburban high schools in Los Angeles County, starting from 2013 until 2019. Participants reported concern, worry, and stress levels regarding police brutality, societal discrimination, and school shootings. Four categories were created to indicate levels of each concern variable over time (consistently low, decreased, increased, and consistently high). Associations with past-30-day cannabis, blunt, THC-oil, and cigarette use in 2019 were assessed. Separate models for each racial/ethnic category were used. Among Hispanic participants, reporting consistently high concern about police brutality (vs. consistently low concern) was associated with higher odds to subsequently smoke cannabis (aOR = 1.69, 95% CI = 1.18-2.40), smoke blunts (aOR = 1.63, 95% CI = 1.11-2.39), and vape THC-oil (aOR = 1.67, 95% CI = 1.14-2.44). Hispanic participants who reported consistently high concern for societal discrimination also had higher odds (vs. consistently low concern) to subsequently smoke blunts (aOR = 1.54, 95% CI = 1.04-2.29) and vape THC-oil (aOR = 1.65, 95% CI = 1.12-2.43). Among NHW participants, increasing concern over school shootings (vs. consistently low concern) was associated with higher odds to subsequently smoke cannabis (aOR = 2.98, 95% CI = 1.08-7.70). Concerns for police brutality, societal discrimination, and school shootings were associated with cannabis use especially among Hispanic participants. Providing Hispanic youth with healthy coping strategies may reduce cannabis use.

Test Anxiety and Perfectionism

Past research demonstrates that test anxiety is an important component impacting academic performance. Perfectionism has been investigated as a factor associated with test anxiety. The purpose of this study is to contribute to an identified research gap by examining the distribution and association of perfectionism and test anxiety among high school students. This study included 74 high school students with the majority consisting of juniors and seniors in a suburban high school in Northeastern United States. Using the Westside Test Anxiety Scale and Short Almost Perfect Scale, 41% self-reported high test anxiety and 66% self-reported perfectionism in the high school student sample. Correlational analyses revealed a strong positive association (r = .47) between perfectionism and test anxiety, a strong positive association (r = .49) between discrepancy perfectionism (i.e., self-criticism) and test anxiety, and a weak positive association (r = .18) between standards perfectionism (i.e., striving) and test anxiety. The findings are consistent with existing studies of other age samples and further the understanding of test anxiety and its association with perfectionism in high school students. Implications for school-based interventions to manage test anxiety and perfectionism and directions for future research are considered.
 Keywords: Test Anxiety, Perfectionism

Playing with Oppression: Latinx Students’ Use of Humor to Navigate Assumed Racism

This article demonstrates how a group of Latinx students in a suburban high school use humor as an interactional strategy to negotiate and sometimes resist perceived racial meanings. Using ethnography, I find two distinct types of ambiguity central in such humor: (1) ambiguity in humor and (2) ambiguity in situational cues that prompt humor. The students interpret these often-ambiguous situational cues as relevant to racism and then use humor to play with assumed racism. Furthermore, they use humor in several distinct but not mutually exclusive forms: (1) preemptive testing, (2) constructing insider/outsider status, and (3) self-(re)defining. By integrating role theories in the analysis, I show the theoretical importance of analyzing both the social cues that prompt the humor and the humor itself. I suggest that such humorous interactions ultimately illuminate racial inequalities that usually remain undetected in interactions or in broader social contexts.

A cross-sectional study of gender role adherence, moral disengagement mechanisms and online vulnerability in adolescents

The wide availability of electronic devices accessible to teenagers has enabled them to use the internet to communicate, share, and obtain information. However, the use of the internet and social media has also increased the risk of vulnerability, exposing people, particularly adolescents, to several risks. We collected data from a sample of 366 adolescents (186 females and 180 males) aged 14–20 years (mean age = 17 ± 1.33 years) to investigate the mediating role of moral disengagement (MD) mechanisms in the relationship between gender and online vulnerability. Data were collected in both the inner-city and suburban high schools of Rome (Italy) using the Qualtrics Platform Online. The participants completed a demographic questionnaire, the Online Vulnerability Scale, and the Civic Moral Disengagement Scale. All participants declared that they accessed and used the internet frequently. Using SPSS, the data were checked for outliers, common method bias, and normal distribution; then, correlation and mediation analyses were performed. Based on the correlation results, a mediation analysis was performed using only the displacement of responsibility as a mediator of the gender-online vulnerability link. Age was entered in the mediation model as a covariate. The results showed that girls were more vulnerable online than boys, who in turn used more moral disengagement mechanisms. In addition, moral displacement showed a positive indirect effect on the relationship between gender and online vulnerability. This means that when including the moral displacement in the mediation model boys appeared more exposed to online vulnerability as they probably adopted more immoral behaviors. These results could help to develop interventions to sensitize adolescents on both taking responsibilities for their actions on the Internet. Limitations and future research directions are briefly discussed.

Relationships between Epistemological Beliefs and Conceptual Understanding of Evolution by Natural Selection

This study researches relationships between 12th-grade students’ epistemological beliefs towards science and their conceptual understanding of evolution by natural selection. Forty-two 12th-grade students in a suburban high school in Cyprus, who participated in a biology course, completed measures of their: (a) epistemological beliefs towards science before the intervention of being taught evolution n (b) conceptual understanding of evolution by natural selection after evolution intervention, (c) epistemological beliefs towards science after evolution intervention. Based on previous research, we hypothesised there would be a significant relationship between students’ epistemological beliefs and their conceptual understanding of evolution by natural selection after the evolution intervention. We also hypothesised that inquiry-based intervention on evolution by natural selection would foster students’ epistemological beliefs. Our results indicate that participants’ initial epistemological beliefs predict very modestly and statistically non-significant learning achievements on conceptual understanding of evolution by natural selection. However, our results show a significant improvement in participants’ epistemological beliefs after engagement in an inquiry-based intervention on evolution by natural selection. The educational significance of this and its implications are discussed.

Complicating College Access: Understanding Compliance and Resistance for Latinx Youth in Suburbia

This qualitative study examines the experiences of Latinx youth and mainly white staff of the Academic Scholars Program, a college access program that operated in an affluent suburban high school. Guided by Critical Race Theory and Critical Whiteness Studies, the findings highlight the constraints Latinx youth and staff faced and how they resisted assimilative practices.

Loudest voices and unequal opportunities in the suburbs: A conversation with John B. Diamond

Within racially diverse suburban high schools, an opportunity exists. Black and Latinx students do not do as well as their white peers, even as the school overall performs well. Brown sociology professor John B. Diamond has studied this phenomenon and attributes the gap to several factors, including implicit bias among teachers and administrators, and the oversized influence of white parents trying to get advantages for their children. In his book, Despite the Best Intentions: How Inequality Thrives in Good Schools, with his coauthor Amanda Lewis, they interview students, teachers, parents, administrators, and community members in a diverse suburban high school. In this Kappan interview, he discusses their research and how educators can disrupt the inequities in schools and districts.