ABSTRACT
Despite greater social acceptance of individuals with diverse sexual identities across the world, queer students still experience greater bullying, poorer academic motivation, and lower school attendance than heterosexual students. Educational psychology could provide additional insight toward these experiences for queer students in school, but the field of educational psychology is often absent from research on queer students. To partially address this concern, the current article examines why researching queer students is important, reviews extant research on queer youth in predominant educational psychology journals, and provides potential avenues of future research. Further, the article explores protective factors that help queer students succeed in school.
Subject(s)
Behavioral Research , Psychology, Educational , Sexual and Gender Minorities , Adolescent , Female , Gender Identity , Heterosexuality , Humans , Male , Students/psychologyABSTRACT
Adolescents who have experienced maltreatment face many developmental and educational challenges compared with their non-maltreated peers. Research demonstrates the importance of social relationships in academic achievement among non-maltreated youth, and suggests the influence of parent and peer relationships for academic success in maltreated youth as well, including the potential benefit of school engagement. Data for the study comes from the first wave of the second National Survey of Child and Adolescent Well-Being (NSCAW II), a nationally-representative sample of children involved in Child Protective Services in the United States. The study finds that maltreated adolescents' perceptions of relationship quality with both parents and peers significantly predict academic achievement. In addition, results demonstrate a mediating effect of school engagement between parent and peer variables and some academic achievement outcomes.
Subject(s)
Academic Success , Child Abuse/psychology , Child Welfare/psychology , Parent-Child Relations , Social Support , Adolescent , Child , Cross-Sectional Studies , Female , Humans , Interpersonal Relations , Male , Peer Group , SchoolsABSTRACT
The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined these issues over short-term longitudinal studies, none to date have examined them over extensive time periods. Toward this end, the current study examined a sample of 1,361 students (678 girls and 683 boys; 55 with LD) using multiple measures of peer social functioning assessed each semester from spring of third grade through fall of sixth grade. The results indicated that whereas students with LD were similar to their typically achieving peers in terms of group functioning and characteristics, they were viewed as lower in social standing among their classmates as a whole. These effects were maintained over time, indicating that long-term inclusion may not substantially affect peer social functioning among students with LD.
Subject(s)
Hierarchy, Social , Learning Disabilities/psychology , Peer Group , Social Adjustment , Social Identification , Child , Cohort Studies , Education, Special , Female , Humans , Learning Disabilities/diagnosis , Longitudinal Studies , Male , Sociometric TechniquesABSTRACT
Ford Motor Company proposed the construction of a large non-destructive evaluation laboratory for radiography of automotive power train components. The authors were commissioned to design the shielding and to survey the completed facility for compliance with radiation doses for occupationally and non-occupationally exposed personnel. The two X-ray sources are Varian Linatron 3000 accelerators operating at 9-11 MV. One performs computed tomography of automotive transmissions, while the other does real-time radiography of operating engines and transmissions. The shield thickness for the primary barrier and all secondary barriers were determined by point-kernel techniques. Point-kernel techniques did not work well for skyshine calculations and locations where multiple sources (e.g. tube head leakage and various scatter fields) impacted doses. Shielding for these areas was determined using transport calculations. A number of MCNP [Briesmeister, J. F. MCNPCA general Monte Carlo N-particle transport code version 4B. Los Alamos National Laboratory Manual (1997)] calculations focused on skyshine estimates and the office areas. Measurements on the operational facility confirmed the shielding calculations.
