Research on children at risk for school failure emphasizes the need to understand the ways in which pupils are engaged or disengage from class and school activities. This paper describes the development of a teacher rating scale that assesses the form and extent of participation among elementary grade pupils. The Student Participation Questionnaire was tested with a large sample of Grade-4 teachers and their pupils. Three reliable scales were obtained and labeled (a) Effort, (b) Initiative, and (c) Nonparticipatory Behavior, along with a short scale that reflects the extent to which the student values school achievement. Analysis of variance of the subscales indicated that females, pupils from homes with higher incomes, and nonminority pupils generally participate in the classroom more than their peers, although there is some confounding of the race and SES effects. The instrument should prove particularly useful in further research on student involvement.
A growing body of literature supports the link between anger suppression and depression and females’greater likelihood than males of demonstrating both. Anger suppression was hypothesized to be involved in the development of gendered identity for girls, specifically by rendering girls more likely to experience depression. Employing an ethnically diverse sample of public school children, differences between fifth through ninth grade girls and boys in anger suppression and depression were investigated using self‐report data. Results supported the hypothesis that girls suppress anger at higher rates than boys but not the related hypothesis that this suppression results in higher levels of depression. Age was not related to either anger suppression or depression, and no significant relationship was found between suppressed anger and depression for either sex. The impact of girls’anger suppression on their emotional and gender development is discussed.
Pupil participation in elementary school classrooms is essential for learning to occur, while nonparticipation in early grades can initiate a cycle that culminates in total withdrawal-dropping out-in later years. This study explores the nature of participation and nonparticipation among fourth-grade students. A sample of 1388 youngsters was rated by their teachers on a questionnaire assessing nonparticipatory behavior, minimal adequate effort, and initiative-taking behavior. Based on the ratings, three groups were formed: active participants, passive participants, and nonparticipating students. The groups were compared on demographic characteristics, attendance, achievement, and self-concept for the the preceding 3 years. Participation groups were clearly distinct on the achievement measures since first grade, and they maintained those distinctions over time. It is concluded that youngsters who withdraw from participation in the classroom should be identified at the earliest possible time to attempt to avert the harmful effects that may ensue.
We undertook this narrative analysis study to explore the complexities of women's relationships with other women within the sociocultural milieu of beautyism and ageism. Using an open-ended narrative framework, four focus groups of women living in different regions throughout the U.S. were conducted and analyzed to identify thematic categories within and across group sessions. We discuss four of the six key themes discovered in response to the primary research question: How does beauty culture shape women's experiences of aging and their relationships with women of all ages? We conclude that Western idealized beauty standards exert a divisive impact on women's relationships with each other across the life span, negatively affecting their socioemotional well-being, especially in old age.
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