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Sarah B. Rosenbach; S. Henry Sherwood; V. Paul Poteat; Hirokazu Yoshikawa; Jerel P. Calzo – Grantee Submission, 2022
In a time of unprecedented polarization in the United States, particularly concerning immigration, schools are uniquely positioned to help students understand the consequences of drastic policy changes. Beyond formal settings such as social studies classes, extracurricular activities may be important for fostering discussions about sociohistorical…
Descriptors: LGBTQ People, Immigrants, Youth, Minority Group Students
Suchor, Katerina – Grantee Submission, 2020
Background: The historical literature on the civil rights movement has tended to underemphasize the movement's educational activities, while literature on the civil rights and Black Power movements has overemphasized ideological and tactical differences between these chapters in the struggle for Black liberation. A few studies have examined…
Descriptors: Civil Rights, Schools, African American Influences, African American History
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Shogren, Karrie A.; Garnier Villarreal, Mauricio; Lang, Kyle; Seo, Hyojeong – Grantee Submission, 2016
Secondary data analysis using the National Longitudinal Transition Study-2 dataset was conducted to examine the degree to which autonomy, psychological empowerment and self-realization (three of four essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The…
Descriptors: Special Education, Disabilities, Self Determination, Empowerment