Greater Engagement Among Members of Gay-Straight Alliances: Individual and Structural Contributors [0.03%]
性倾向联盟会员参与度的提升：个人因素和结构因素的影响
V Paul Poteat,Nicholas C Heck,Hirokazu Yoshikawa et al.
V Paul Poteat et al.
Using youth program models to frame the study of Gay-Straight Alliances (GSAs), we identified individual and structural predictors of greater engagement in these settings with a cross-sectional sample of 295 youth in 33 GSAs from the 2014 M...
Katherine Magnuson,Greg Duncan,Kenneth T H Lee et al.
Katherine Magnuson et al.
Although school attainment is a cumulative process combining mastery of both academic and behavioral skills, most studies have offered only a piecemeal view of the associations between middle childhood capacities and subsequent schooling ou...
Undermatched? School-based Linguistic Status, College Going, and the Immigrant Advantage [0.03%]
大材小用？基于学校的语言地位、大学入学率与移民优势
Rebecca M Callahan,Melissa H Humphries
Rebecca M Callahan
Considerable research investigates the immigrant advantage, yet little work examines the influence of school-based linguistic status. Contradictory patterns exist: research identifies both an immigrant advantage and a language minority disa...
The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning [0.03%]
小学的种族/民族构成与儿童的学业和社会情绪功能的关系
Aprile D Benner,Robert Crosnoe
Aprile D Benner
This study attempted to untangle how two dimensions of school racial/ethnic composition-racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers-were related to socioemotional and academic deve...
From GED to College: Age Trajectories of Nontraditional Educational Paths [0.03%]
从中学毕业到进入大学：非传统教育路径的年龄发展轨迹
Vida Maralani
Vida Maralani
Age patterns of secondary certification and college entry differ in complex and surprising ways for traditional graduates and GED recipients. Although GED recipients are less likely to enter college in their late teens, they catch up to tra...
Switching Schools: Reconsidering the Relationship Between School Mobility and High School Dropout [0.03%]
转换学校：反思学校流动与高中辍学之间的关系
Joseph Gasper,Stefanie DeLuca,Angela Estacion
Joseph Gasper
Youth who switch schools are more likely to demonstrate a wide array of negative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools actually puts youth at risk for dropout is uncer...
Reducing School Mobility: A Randomized Trial of a Relationship-Building Intervention [0.03%]
建立关系干预减少学生流动率：一项随机试验
Jeremy E Fiel,Anna R Haskins,Ruth N López Turley
Jeremy E Fiel
Student turnover has many negative consequences for students and schools, and the high mobility rates of disadvantaged students may exacerbate inequality. Scholars have advised schools to reduce mobility by building and improving relationsh...
Making a Difference in Science Education: The Impact of Undergraduate Research Programs [0.03%]
美国本科生科研项目对科学教育的影响
M Kevin Eagan Jr,Sylvia Hurtado,Mitchell J Chang et al.
M Kevin Eagan Jr et al.
To increase the numbers of underrepresented racial minority students in science, technology, engineering, and mathematics (STEM), federal and private agencies have allocated significant funding to undergraduate research programs, which have...
Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability [0.03%]
公平还是边缘化？被贴上学习障碍标签的学生的高中课程选择问题
Dara Shifrer,Rebecca M Callahan,Chandra Muller
Dara Shifrer
Placement of some students into the courses needed only for high school graduation, and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 ...
The More Things Change, the More They Stay the Same? Examining Gender Equality in Prior Achievement and Entry into STEM College Majors over Time [0.03%]
不变应万变？从纵向视角看性别平等、先前成就与STEM专业选择之间的关系
Catherine Riegle-Crumb,Barbara King,Eric Grodsky et al.
Catherine Riegle-Crumb et al.
This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into STEM majors are largely explained by disparities in prior achievement. Analyses use data from three national cohorts of coll...