Relationships between school climate and adolescent students’ self-reports of ethnic and moral identity

This article reports research into associations between students’ perceptions of the school climate and self-reports of ethnic and moral identity in high schools in Western Australia. An instrument was developed to assess students’ perceptions of their school climate (as a means of monitoring and guiding schools as they are challenged to become more inclusive and grapple with increasingly diverse populations) and administered to 4067 students, 63 % of whom were aged between 12 and 17 years, in eight schools. The same students also responded to a survey developed to assess ethnic and moral identity. Analysis of the data indicated strong, positive associations between the school climate and students’ ethnic and moral identity. The results suggest that, for schools wishing to promote students’ ethnic and moral identity, it would be beneficial to consider important elements of the school climate identified in the new survey.     

The relationship between perceptions of a Chinese high school's ethical climate and students' school performance

This study examined the relationship of school ethical climate and students' school performance within the context of a Chinese high school. Gender and grade‐level differences in ethical climate perceptions were also explored. Survey data on perceptions of school ethical climate based upon the dimensions of student‐to‐teacher, student‐to‐student and teacher‐to‐student interactions and relationships were obtained from 754 students. Results of the study showed that students' perceptions of their high school's ethical climate were related to academic achievement, gender and grade level. Students' involvement in extracurricular activities and student leadership generally did not seem to relate to their perceptions of ethical climate. Based upon these findings, the school's moral education intervention programs should increase their focus on the area of teacher‐to‐student relationships and interactions and the subgroups of male students, students in higher grades and students with lower academic achievement. Implications for future research on school climate are also discussed.     

The effects of low attainment on young people's outcomes at age 22‐23 in Scotland

A common concern among policy makers in Europe is the low level of qualifications of some school leavers and the possible consequences of this for their life chances and for countries' economic prosperity. This article considers the impact of young people's low levels of educational attainment on their later life chances, especially on labour market participation. It identifies the long‐term negative effects of low attainment and explores the extent to which family background also continues to influence young people's outcomes. It examines the outcomes of low attainment among young men and women and considers whether low attainment has a different impact on the prospects of young men and women. The article also investigates whether staying on at school improves longer‐term chances and opportunities for low attainers. These questions have strong policy relevance, and are explored using data from a nationally representative survey of Scottish school leavers.     

Examining developmental differences in the social‐emotional problems among frequent bullies,victims, and bully/victims

Bullying poses a threat to children's social‐emotional functioning and their perceptions of school climate, yet few studies have examined different types of social‐emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary‐, middle‐, and high‐school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive‐impulsive behavior and endorsed retaliatory attitudes. High‐school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. © 2008 Wiley Periodicals, Inc.     

Does the Company Programme have the same impact on young women and men? A study of entrepreneurship education in Norwegian upper secondary schools

This paper asks whether a European entrepreneurship programme called the ‘Company Programme’ (CP) has an impact on young women and men with regard to career preferences, and perceptions of business skills and the likelihood of having a company. CP is taught to 270,000 students in 39 European countries, and approximately 15% of Norwegian students participate in CP during upper secondary school. The data used are from a student survey in Norway with 1160 respondents, who were 17–18 years old. The response rate was 81%. Controlling for competing explanations, CP positively influences young women and men and their perceptions of the knowledge and skills related to starting a business, increases the share of young women that prefer self-employment and increases the share of young women and men that find it probable that they will own a company. It seems that the perceived effect of CP on skills and knowledge and preference for self-employment is somewhat stronger among young women, while the perceived effect on the likelihood of owning a company is somewhat stronger among young men.     

School psychology students' perceptions of their practicum experiences

We surveyed a national sample of 139 school psychology students to better understand their perceptions of their practicum experiences. Specifically, we examined the students' reports of the types of activities in which they engage during practicum experiences and their perceptions of their school‐based supervisors' activities. This information is potentially important as school psychology engages in a paradigm shift. Although most school psychology programs may teach students the proposed new and expanded roles, it is unclear whether field‐based experiences are congruent with such university‐based training. Results indicate that students spent the majority of their practicum time in assessment‐related activities. They were generally satisfied with their practicum experience and supervisor, although many knew little about the range of their supervisor's activities. Most field‐based practicum supervisors appeared to provide limited modeling of new and expanded roles. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 727–736, 2006.     

Perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities

Two national surveys of the perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities (LID) were conducted. The first survey, sent to the directors of 250 school psychology training programs, was designed to determine the extent and type of training in assessment and intervention for students with LID offered in school psychology training programs. The second survey, mailed to 500 randomly selected National Association of School Psychologists' (NASP) members, was developed to assess the extent and type of assessment and intervention for students with LID provided by school practitioners. Responses were received from 121 trainers (50.8% response rate) and 361 practitioners (72.2% response rate). Results indicated, while assessment and intervention for LID remains a small part of the school psychology caseload, school psychologists are using many of the best practice methods. However, recommendations are provided for increased awareness of additional methods, for seeking closer collaboration with special education professionals who specialize in working with this student population, and for more possibilities of subspecialization for future psychologists who will possess expertise in conducting assessment and intervention for LID. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 677–689, 2005.     

ACADEMIC LEADERSHIPS VIEWS OF SCHOOL PSYCHOLOGY AND BLACK STUDENTS: THE CASE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES

The purpose of this study was to understand academic leadership's views of the field of school psychology. This is the first study that has attempted to incorporate the views of historically Black college and university (HBCU) Psychology Department Chairs' regarding the field of school psychology and the potential development of school psychology programs at HBCUs. The results indicated that Department Chairs at HBCUs are not recommending the field of school psychology to their students based on a variety of reasons related to their views of the field (e.g., lack of focus on Black research issues). Despite the shortage of school psychologists and ample career opportunities, Department chairs in our sample do not recommend the field of school psychology as a first option graduate school choice. Implications are discussed in terms of increasing the number of African Americans in the field of school psychology.     

A survey of school psychologists' knowledge and training in child psychopharmacology

A national sample of 320 school‐based, practicing members of the National Association of School Psychologists provided information on (a) their caseloads receiving medications, (b) types of school psychopharmacology training opportunities available and perceptions of their current training in child psychopharmacology, and (c) information about consultative efforts in monitoring medication effects on school functioning. Results indicated that almost one of every four cases seen by survey participants were being treated with psychotropic medications; nearly all respondents have engaged in consultation related to medication evaluations. Professional workshops and independent reading were the most utilized training opportunities, and participant responses indicated an overwhelming need for basic educational training to improve knowledge and consultation in this area. Implications of these findings on training in evidence‐based interventions and current practice are discussed as school psychologists experience legislative pressure to diminish their collaborative involvement in medication treatment consideration and evaluation. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 623–633, 2006.     

Perceptions of a Chilly Climate: Differences in Traditional and Non-traditional Majors for Women

The purpose of this study was to examine how perceptions of a chilly climate differ between students in traditionally female-dominated majors (nursing and education) versus traditionally male-dominated majors (information technology and engineering), and how these perceptions relate to students’ intentions to persist or pursue higher education in their chosen field. Students (n = 403) attending a community college completed the 28-item Perceived Chilly Climate Scale (PCCS). The primary research question asked: To what extent can scores on the five subscales of the PCCS be explained by the predictor variable set of gender, ethnicity, age, college major, and intent to leave the field? Canonical correlation analysis indicated that women found the climate chillier than men, non-white students found the climate chillier than white students, younger students perceived the climate chillier than older students, and students in traditionally female-dominated majors perceived the climate chillier than students in traditionally male-dominated majors. Intent to leave the field was not a significant predictor of perceptions of chilly climate.     

Why do women value credentials? Perceptions of gender inequality and credentialism in South Korea

This mixed methods study investigates how perceptions of gender inequality can positively predict credentialist attitudes and beliefs for women based on a survey of 488 college students from six universities with an approximately equal proportion of men and women, and follow-up interviews with 18 of these respondents in 2018-19. 11 men and 7 women were interviewed. The findings suggest that women are more likely to value credentials in the face of discrimination at work because they believed credentials could help them overcome their gender disadvantage, catch up with men, and minimize their risk of failure, as education was perceived to provide equal opportunities for men and women.     

UNDERGRADUATE STUDENT PREFERENCES FOR GRADUATE TRAINING IN PSYCHOLOGY: IMPLICATIONS FOR SCHOOL PSYCHOLOGY

There continues to be a critical shortage of school psychologist practitioners and academicians. Undergraduate students in psychology, education, and other majors (N = 674) from a large comprehensive university in the southwest completed an examiner‐made web‐based questionnaire designed to assess their attitudes and preferences for choosing graduate training in psychology. There were differences among the participants on Interest in Graduate School, Child Interests, Attitude toward Research, and Exposure to School Psychology. Psychology majors were more interested in graduate school than all other majors in the sample and were more interested in research than “other” majors. Psychology majors reported significantly less exposure to school psychology than “other” majors. Examination of the endorsement patterns of the participants indicated the following. Generally, misconceptions about school psychology were not endorsed at high levels. Sixty seven percent of the sample indicated they would attend graduate school. And 77% of the participants also endorsed items indicating they had interests in focusing on children and child related problems. The participants did specify there were some geographic restraints related to choice of graduate school. Fifty to 60% of the participants agreed they had personal qualifications which would make them highly competitive for graduate school admission. Implications for school psychology recruitment are offered.     

Interaction of sex and year of enrollment in student perceptions of the university climate

This study investigated differences in student perceptions of the institutional climate associated with sex, year of enrollment, and the interaction between these two variables. Consistent with previous research, freshmen at both institutions sampled had significantly higher ratings of the climate on an intellectualism/scholarship factor than seniors. On two factors, identified as responsiveness and openness, a significant interaction effect was indicated between sex and class. No significant differences were noted between freshmen men and women; however, senior women were found to have significantly lower mean ratings on these two dimensions than senior men. Thus as length of exposure to the institution increased (comparing freshmen with seniors) assessments of the environmental press by male and female students tended to diverge.     

Positive and Negative Self‐Perceptions: Is There a Cyclical Relationship Between Teachers' and Students' Perceptions of Effort,Strategy Use,and Academic Performance?

This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction.     

Building Bridges in Teacher Education: Creating Partnerships With Parents

This study investigated the learning experiences, outcomes, and perceptions of graduate students in a collaboration and consultation course focusing on parent-professional partnerships. The course was designed as a teacher preparation model that envisions teachers, school psychologists, and families learning together to build effective partnerships to better student outcomes. Nineteen graduate students seeking a degree in special education or school psychology were provided multiple opportunities to engage in experiences with parents of children with disabilities, including having parents embedded in the course for the entire semester. Data were collected utilizing multiple methods and included a family/professional partnership survey and focus group discussions conducted both pre- and post-course, as well as a Learning Objectives and Activities Survey. Analyses of qualitative and quantitative data indicate a change in students' knowledge, beliefs, dispositions, and experiences of parent-professional partnerships.     

Differences between urban and rural school psychology: Training implications

Urban and rural school psychologists in Virginia were surveyed on role diversity, role emphasis, continuing education, and job satisfaction. As predicted, rural school psychologists have a more diverse role, spend less time in traditional assessment activities, and are more likely to engage in activities involving them at the systems and community levels. School psychologists indicated their perceptions of differences in rural and urban school psychology. Implications of urban vs. rural practice for school psychology training programs are discussed.     

Historically Black Colleges and University students' and faculties' views of school psychology: Implications for increasing diversity in higher education

This study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend graduate school, the majority was only somewhat interested in school psychology as a career choice. Furthermore, HBCU psychology faculty members stated that the American Psychological Association and the National Association of School Psychologists do not actively recruit or provide information to their students. Results are discussed in terms of increasing the number of African American school psychologists. © 2009 Wiley Periodicals, Inc.     

The views,verdict and recommendations for school and home sex and relationships education by young deaf and hearing people

The purpose of this survey study was to explore the views of young deaf and hearing people (16–25 years old) on school and home sex and relationships education (SRE). The study addressed a critical knowledge gap in the research literature on deaf youth's perception of SRE. The small-scale study explored young deaf people's experiences of SRE and the challenges they had faced when learning about sexuality and relationships. Recommendations on how to improve school SRE lessons were also obtained. Data were collected from 81 young people (n = 27 deaf, n = 54 hearing). Overall, deaf participants indicated greater levels of satisfaction with school SRE than hearing respondents. More deaf young people than young hearing people felt that the school had provided them with enough opportunities to learn about sexuality and relationships. The deaf group showed a preference for school SRE lessons to start at a later age than the hearing group. Mothers and friends were the two sources most frequently consulted in both groups. Teachers and school nurses were a third source frequently used by the deaf group. The views of deaf and hearing youth on their own SRE are important for the development, implementation and delivery of the school SRE curriculum. The study's findings can provide educators with valuable insight on the needs of a minority group who are particularly vulnerable to sexual exploitation and sexual misinformation due to their sensory loss and associated factors.