共查询到20条相似文献，搜索用时 15 毫秒
1.
《Journal of moral education》2012,41(1):40-41
Abstract Two studies were conducted to test the universality of Piaget's and Kohlberg's stages of the development of moral judgment in Nigerian and Pakistani cultures. For the first study, 120 Nigerian Muslim Hausa secondary school adolescents (60 boys and 60 girls), whose ages ranged between 14 and 16, were questioned individually about two of Piaget's moral judgment situations, representing two different moral attributes, clumsiness and equality. In the second study, 90 subjects (30 Nigerian Muslim Hausa, 30 Nigerian Muslim Yoruba, and 30 Pakistani Muslim Punjabi adolescents), whose ages ranged between 12 and 13, were questioned about one of Kohlberg's moral dilemmas. The nature of the subjects’ responses suggested that moral reasoning of Nigerian and Pakistani Muslim adolescents are greatly affected by their cultural values. 相似文献
2.
Several national studies have revealed that students choose to drop out of school for a variety of reasons. Moreover, there are ethnic differences in the reasons dropouts give for leaving school. In the present study, the relation between reason for dropping out and substance use was explored in Mexican American and non‐Hispanic White adolescents. The results revealed that for Mexican American adolescents, substance use was highest among those who left school to be with their friends and lowest among those who left for family‐related reasons. Among non‐Hispanic White adolescents, there were no significant differences in substance use as a function of reason for leaving school. For both ethnicities, nearly one‐third of the dropouts reported that their substance use was an important contributor to their decision to leave school early. The theoretical and practical implications of these findings are discussed. Recommendations are made for ways in which the reasons that dropouts give for leaving school can be used to inform school programs. © 2002 John Wiley & Sons. 相似文献
3.
This study investigates the relation between religious group identification and ethnic and national identity among Moroccan‐Dutch Muslim adolescents (11–18 years) and their parents (n = 369). Compared to their parents, adolescents showed higher national identification and lower religious and ethnic group identification. However, for adolescents and their parents, there were similar positive relations between Muslim and ethnic identifications, and both identifications were negatively related to Dutch identification. For early adolescents, parent’s religious group identification was strongly related to their religious identification and ethnic and national identifications. These associations were not significant for middle adolescents. It is concluded that research on children from immigrant Muslim families should not only focus on ethnicity but on religious identity in particular. 相似文献
4.
An important question for the acculturation of adolescents from immigrant families is whether they retain ethnic labels that refer to their national origin (e.g., Mexican, Chinese) or adopt labels that are dominant in American society (e.g., Latino, Asian American, American). Approximately 380 adolescents from Asian and Latin American immigrant families selected ethnic labels during each of the 4 years of high school (age span = 14.87–17.82 years). Results indicated no normative trend either toward or away from identifying most closely with pan-ethnic or American ethnic labels. Significant numbers of adolescents changed their ethnic labels from year to year, however and these changes were associated with fluctuations in adolescents' ethnic affirmation and exploration and proficiency in their heritage languages. 相似文献
5.
Rufus F. Baehr 《Equity & Excellence in Education》2013,46(1):26-29
This study used critical race theory to examine how African American adolescents negotiated race and class identity at Wells Academy, a predominately white, independent school. Interviews were conducted, exploring the experiences of six African American high school students. Their counterstories were analyzed focusing on the critique of liberalism, including meritocracy and colorblindness. Several common themes emerged from the students' counterstories regarding their experiences, including Wells' reputation, problems with the elite context, and the difficulty of negotiating African American identity in a “bubble.” Recommendations are made regarding African American identity in the independent school context. 相似文献
6.
Fitting the environment of a school to the developmental needs of early adolescents is particularly important for inner-city African American students who tend to drop out of school in large numbers. The present study examined the person-environment fit in terms of the relation of school strain to self-worth and three indicators of school functioning—scholastic competence, intrinsic motivation, and grade point average—among 102 subjects enrolled in an academic intervention program. Results showed a consistent relation of peer strain to self-worth during the Fall and Spring and strong relations in the Spring of strain associated with teacher relations and school demands to scholastic competence and intrinsic motivation. Furthermore, strain increased during the year, and males experienced greater peer strain than did females. Results are discussed in light of previous research on effective middle schools and the developmental needs of urban African American early adolescents. © 1997 John Wiley & Sons, Inc. 相似文献
7.
Abiya Ahmed 《Religious education (Chicago, Ill.)》2020,115(4):384-399
Abstract This article aims to demonstrate how one American Islamic school community grapples with external and internal demands on religion, and how this process impacts notions of what is religious. At ‘Ilm High School, an Islamic high school on America’s West Coast, school administrators and teachers must accommodate students’ and parents’ diverse and often competing ideas about Islam and the “Islamic.” In doing so, they sometimes downplay the “Islamic” in their Islamic Studies classes, policies, and school representation. They do this without venturing into the “un-Islamic”, casting a wide “religious net” and keeping Islam capacious and relevant enough for Muslim students. 相似文献
8.
Kalpana Mukunda Iyengar Howard L. Smith 《Educational Studies A Journal of the American Educational Studies Association》2016,52(2):95-118
Many children from diverse cultures experience disconnectedness between their home and school. As they attempt to reconcile the conflicts among their multiple worlds, they must negotiate their situatedness in a variety of contexts, i.e., home community versus school, and construct a multifaceted identity. Absent support from school, Asian Indian American adolescents engage in acts of cultural preservation (CP), which, in turn, support their scholastic achievement. This article explores the thematic content of a group of Asian Indian American children's creative writing generated for the Kahani Project—a culturally contextualized version of Writers’ Workshop. In their texts, the six adolescents discuss the importance of their cultural traditions as tools to contest the various micro-aggressions they experience in school. Data from this study argue for cultural inclusion, not only for those at risk, but also for those students who successfully navigate a mainstream curriculum. 相似文献
9.
Sothy Eng Kirti Kanitkar Harrington H. Cleveland Richard Herbert Judith Fischer Jacquelyn D. Wiersma 《教育心理学》2008,28(5):535-550
The general belief that Asian American adolescents are successful has led researchers to ignore variations in Asian adolescents’ academic success. Using samples of Chinese and Filipino adolescents drawn from the National Longitudinal Study of Adolescent Health, this study examined whether differences between these two groups in acculturation, parent–adolescent attachment, and parental school involvement could account for academic achievement differences. Results revealed that Chinese adolescents generally performed better in school than their Filipino counterparts. Factors that predicted academic achievement were ethnicity, acculturation, and parents’ academic involvement. An interaction was found between ethnicity and acculturation, indicating that acculturation is a predictor of academic performance among Filipino youth but not among Chinese youth. Cultural values in parent–adolescent attachment, acculturation, and parents’ school involvement are discussed. 相似文献
10.
This study explores the longitudinal association between academic achievement and social acceptance across ethnic groups in a nationally representative sample of adolescents (N = 13,570; M(age) = 15.5 years). The effects of school context are also considered. Results show that African American and Native American adolescents experience greater social costs with academic success than Whites. Pertaining to school context, findings suggest that the differential social consequences of achievement experienced by African Americans are greatest in more highly achieving schools, but only when these schools have a smaller percentage of Black students. Students from Mexican descent also showed differential social costs with achievement in particular contexts. The implications of these findings to theory, policy, and future research are discussed. 相似文献
11.
AbstractWhat does it mean to be a Muslim young woman in Britain today and with which religious and social values do these young women identify? This paper tests the thesis that Muslim identity predicts distinctive values of public and social significance among female adolescents (13- to 15- years of age) who participated in a survey conducted across the four nations of the United Kingdom. From the 11,809 participants in the survey, the present analyses compares the responses of 177 female students who self-identified as Muslim with the responses of 1183 female students who self-identified as religiously unaffiliated. Comparisons are drawn across two domains defined as religiosity and as social values. The data demonstrated that for these female adolescents self-identification as Muslim encased a distinctive profile in terms both of religiosity and social values. 相似文献
12.
Within the framework of Social Cognitive Career (SCCT; Lent, Brown, & Hackett, 1994, 2000), this study examined the associations among career interests, career efficacy expectations, gender, and perceived parent support among Native American and Caucasian middle school adolescents. Consistent with previous research, results indicated that Native American young people had greater interests in Realistic and Conventional occupations, and in occupations that typically require a high-school diploma, a trade school certificate, or 2 years of post high-school education. However, contrary to previous findings, they had as great a range of interests in and self-efficacy expectations for Investigative, Artistic, Social, and Enterprising occupations as Caucasian adolescents, and similarly high levels of interests, efficacy, and perceived parent support for careers typically requiring 4 or more years of post-high school education. 相似文献
13.
This study investigated whether parental racial socialization practices moderated the relation between racial discrimination in school and adolescents’ educational outcomes. Using data from a longitudinal study of an economically diverse sample of 630 African American adolescents (mean age = 14.5) from a major East Coast metropolis, the results revealed that cultural socialization attenuated the effect of teacher discrimination on grade point average (GPA) and educational aspirations, as well as the effect of peer discrimination on GPA. Also, preparation for bias and cultural socialization interacted to make unique contributions to African American adolescents’ educational outcomes. Finally, there was some evidence that teacher discrimination was more detrimental to the academic engagement of African American males than females. Implications for research and practice are discussed. 相似文献
14.
A 2-wave longitudinal study of personality in adolescence was conducted with data obtained at ages 12 and 17 years from approximately 60 European American and 60 second-generation Chinese American youth. At Time 1 they completed the Children's Personality Questionnaire and at Time 2 they completed the High School Personality Questionnaire and self-report measures of high school grades, depression, and self-esteem. Chinese American and European American adolescents became more similar to each other over time through developmental and acculturative processes. Adolescents of both ethnicities increased in Extraversion and Independence. Despite this general trend, the Chinese American youth continued to report lower levels of Extraversion than European American youth. Extraversion and Anxiety predicted school grades for European Americans and psychological adjustment for Chinese Americans. 相似文献
15.
To examine the development of religious identity during the teenage years, adolescents (N = 477) from Latin American, Asian, and European backgrounds completed questionnaires in the 10th, 11th, and 12th grades (10th grade age: M = 15.81, SD = 0.36). Results indicated that religious identity remained stable across high school whereas religious participation declined. Even after controlling for ethnic differences in religious affiliation, socioeconomic background, and generational status, adolescents from Latin American and Asian backgrounds reported higher levels of religious identity and adolescents from Latin American backgrounds reported higher rates of religious participation. Within individual adolescents, changes in religious identity were associated with changes in ethnic and family identities, suggesting important linkages in the development of these social identities during adolescence. 相似文献
16.
Fabio Giomi 《History of education》2015,44(3):274-292
This article explores the entanglement of gender, education and empire in Bosnia and Herzegovina during the Habsburg period throughout the analysis of a unique institution: Sarajevo’s Muslim Female School. Established at the very end of the nineteenth century, this pedagogical institution was the only school in Austria-Hungary specifically devoted to Muslim girls. The article begins by presenting the development of the Habsburg Empire’s educational policy in Bosnia after 1878 and demonstrates that it was deeply bound with its imperial ‘civilising mission’. Through an analysis of the programmes taught at Sarajevo’s Muslim Female School, the article detects the model of ‘Hapsburg Muslim femininity’ promoted by this institution. By investigating the reports the teachers sent to the authorities, it explores how this school was perceived by the Muslim population. The last section is devoted to the schoolgirls’ experience of this school, and especially to their access to the written word. 相似文献
17.
Peer group contexts of girls' and boys' academic experiences 总被引：1，自引：0，他引：1
18.
This paper discusses the decision of Muslim female principals in Israel to don the hijab following their appointment to school principalship. This research employed narrative life-story interviews to understand the women's decision to alter their appearance and how this transition is connected to their role as female school principals in the indigenous Muslim community in Israel and the reaction they faced both in personal and professional spheres. The principals' narratives elucidate that transition to wearing the hijab was a matter of choice and collective belonging; it empowers them and affected their leadership style, although it also provokes others' resistance and reactions. Findings clarify the social and personal identity of Arab Muslim women school principals in Israel, and point to the need for consideration of traditional cultural contexts, to enrich managerial theory. This understanding also supports the argument that governmental and organizational policies and initiatives should recognize the diversity in Muslim women's backgrounds and the dangers of privileging mainstream women's perspectives. 相似文献
19.
Parental involvement in education remains important for facilitating positive youth development. This study conceptualized parental involvement as a multidimensional construct—including school‐based involvement, home‐based involvement, and academic socialization—and examined the effects of different types of parental involvement in 10th grade on student achievement and depression in 11th grade (approximately ages 15–17 years). In addition, this study tested whether parental involvement influenced adolescent outcomes by increasing their academic engagement in school. A total of 1,056 adolescents participated in the study (51% males; 53% European American, 40% African American, and 7% other). Parental involvement was found to improve academic and emotional functioning among adolescents. In addition, parental involvement predicted adolescent academic success and mental health both directly and indirectly through behavioral and emotional engagement. 相似文献
20.
Paul W. Richardson Jacquelynne S. Eccles 《International Journal of Educational Research》2007,46(6):341-356
Children's voluntary reading positively correlates with school grades, vocabulary growth, reading comprehension, verbal fluency, general information, and attitudes towards reading. Drawing on qualitative interviews collected alongside six waves of longitudinal survey data in an urban setting in eastern USA, We argue that voluntary reading by adolescents also provides learning opportunities that scaffold identity formation, afford ‘spaces’ where youth rehearse and relationally enact gender roles, ethnic/racial identification, and fashion educational aspirations. The interviews with African American and European American youth were conducted in five visits and spanned 3 years through senior high school and 1 year post-high school. Methods of inductive and narrative analysis identified patterns of benefits and potential drawbacks of voluntary reading. Amount of voluntary reading was affected by school, family, and social and work commitment pressures, and fulfilled a number of broad roles. What and how youth were reading was as important as the amount. Significantly, reading allowed adolescents to explore possible selves—an interest in historical figures helped one African American male to develop values resisting stereotypes of male or African American, just as an African American female came to resist conforming to gender and racial stereotypes in dress and occupational ambitions. Relationships between voluntary reading habits, family context and educational aspirations were identifiable for a number of the interviewees. 相似文献