Overcoming Educational Challenges to Women Living in At-Risk Communities through Urban Debate

Autor/inn/en	Winkler, Carol K.; Fortner, C. Kevin; Baugh-Harris, Sara
Titel	Overcoming Educational Challenges to Women Living in At-Risk Communities through Urban Debate
Quelle	In: Forum on Public Policy Online, 2013 (2013) 1, (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-763X
Schlagwörter	Quantitative Daten; At Risk Persons; Womens Education; Womens Studies; Disadvantaged Environment; Barriers; Females; Debate; Change Strategies; Secondary School Students; Affective Objectives; Behavior Modification; Cognitive Development; Reading Tests; Pretests Posttests; Alumni; Graduate Surveys; Affective Measures; Cognitive Measurement; Student Organizations; Student Participation; Student Improvement; Learner Engagement; Program Effectiveness; Program Evaluation; Dropout Prevention; Regression (Statistics); Outcome Measures; School Holding Power; Comparative Analysis; Academic Persistence; Program Attitudes; Academic Achievement; California; Georgia; Maryland; Massachusetts; Michigan; Minnesota; New Jersey; New York; Wisconsin + Suchen Sie Ihr Suchwort? Risikogruppe; 'Women''s education'; Frauenbildung; Weibliches Geschlecht; Debating; Streitgespräch; Lösungsstrategie; Sekundarschüler; Behaviour modification; Verhaltensänderung; Kognitive Entwicklung; Lesetest; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Programme evaluation; Programmevaluation; Regression; Regressionsanalyse; Schulleistung; Kalifornien; Master-Studiengang
Abstract	Every year 1.3 million U.S. high school students drop out of school with one quarter of female students failing to graduate on time. Female dropouts are more likely to be unemployed, to earn less when they are employed, to become pregnant before the age of 20, to become obese, to smoke, and to drink more heavily than their male counterparts. This study focuses on two public school systems with high rates of dropouts to determine whether urban debate leagues (UDLs) improve the affective, behavioral, and cognitive dimensions of school engagement of middle and high school females. The methods used in the analysis include: (1) propensity score matching to compare behavioral and cognitive indicators of debaters vs. non-debaters, (2) a nationally normed pre/post reading test, and (3) an alumni survey of UDL participants. The study found that debaters were significantly less likely to be tardy from school, scored significantly higher on standardized reading exams, and substantially exceeded national norms for annual progress in reading rate, accuracy, fluency, and comprehension. Program alumni reported that UDL participation increased both the skills and confidence levels needed for success in college and their careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10