Other abuses include bullying, which regularly affected more than one in three schoolchildren aged 13 to 15 worldwide. And as for violent discipline, the study found that about 17 percent of youngsters in 58 countries were subject to severe forms of physical punishment, including being hit on the head, ears or face or being hit hard and repeatedly. The un report also tackles the mindsets it says perpetuate and justify such violence. It recommended six strategies for preventing violence against children. They include "supporting parents and equipping children with life skills; changing attitudes; strengthening judicial, criminal and social systems and services; and generating evidence and awareness about violence and its human and socio-economic costs, in order to change attitudes and norms.".
Against, boys (film) - wikipedia
Echoing research released two years ago by the American council on Education and other groups, the report says that while girls have for years graduated from high school and college at a higher rate than boys, the largest disparities in the educational achievement are not between. In examining a range of standardized test scores, the report finds some intriguing nuggets about the interplay of family income, race, ethnicity, and academic performance. For example, it finds that while boys generally outperform girls on both the math and verbal parts of the sat, the male advantage on the verbal test is consistent only among low-income students, and that among black students, there was no consistent advantage by sex. Click here for the full story. Source: afp september 5, 2014, Friday. Online Edition, around 120 million girls around the world, close to one in 10, have been raped or sexually assaulted by the time they turn 20, a new un report has found. In a global study of violence against children, the child welfare agency unicef reveals that one fifth of all murder victims are children and adolescents under age. Homicide is the leading cause of death among boys and young men aged 10 to 19 in Latin American countries including Venezuela, colombia, panama and Brazil. Unicef says the study entitled "Hidden in Plain Sight" is the largest-ever study of violence against children, drawing on data from 190 countries. "These are uncomfortable facts - no government or parent will want to see them said unicef executive director Anthony lake. "But unless we confront the reality each infuriating statistic represents - the life of a child whose right to a safe, protected childhood has been violated - we will never change the mind-set that violence against children is normal and permissible.
Increase access to and reviews promote African American girls participation in Science, technology, engineering and Math (stem) courses; Support pregnant students and those who are parents; Reduce gender- and race-based bullying, harassment and violence, and train school staff to recognize and address signs of trauma. If you would like to interview student tiambrya jenkins please contact Maria patrick. the national Women's Law Center is a non-profit organization that has been working since 1972 to advance and protect women's equality and opportunity. . The center focuses on major policy areas of importance to women and their families including economic security, education, employment and health, with special attention given to the concerns of low-income women. . For more information on the center, visit: www. The American Association of University women, whose 1992 report on how girls are shortchanged in the classroom caused a national debate over gender equity, has turned its attention to debunking the idea of a "boys crisis the new York times reports. "Girls gains have not come at boys expense says a new report by the group, to be released may 20 in Washington,.
Now, Im flunking math, my favorite class. . Im slipping further behind day by day and doubt Ill ever catch. Compelling research and statistics detailed in the report underscore the need for a far-reaching plan of action: In 2010, one-third (34 percent) of African American girls did not graduate from high school on time (within four years compared to only 18 percent of white female. The average female African American college graduate with a bachelors degree can expect to earn 657,000 more over her lifetime than the average female African American high school graduate. Nearly half (45 percent) of African American girls and young women will become pregnant at least once by age 20, which revelation is more than one and a half times the national average. Although data doesn't show what percentage of these girls and young women will become parents, pregnant and parenting students are too often pushed out of school in violation of Title ix, and many struggle to stay in school due to the barriers they face. The report outlines recommendations for policymakers, schools, community members, and philanthropic organizations to improve educational and career outcomes, including the following: Invest in early childhood owl education; reduce disparities in school resources; maintain transparency and accountability for the performance of all students; Reduce reliance on overly. Increase transparency in and accuracy of schools annually reported discipline data.
Both girls were transferred to an alternative school as punishment. . The white classmate returned to regular school after 90 days, but Jenkins was held at the alternative school for the entire school year. It was like being in prison, said Jenkins. . The classrooms had no windows. . There was an adult in the room, but there was almost no teaching. Wed just sit around and talk until the bell rang. . a year later, i was finally sent back to my regular school. . But, by then, my classmates were way ahead. .
Against, boys - the Atlantic
Our educational policies and practices must open the doors of opportunity for all regardless of race or gender. Only then will we fulfill the promise. Board of Education, the landmark ruling that invalidated legal segregation in America 60 years ago, said. Ifill, president and Director-counsel of the naacp legal Defense fund, Inc. The reports findings, Ifill added, complement the important, ongoing work to improve educational outcomes for boys and men of color and provide additional information about the challenges facing African American children in education. The futures of African American girls are on the line, said nwlc co-president Marcia.
Its shameful that too many girls are falling between the cracks of an educational system that ignores their real needs. A strong education is essential for people in our country to compete in our economy and earn wages that can support themselves and their families. . Its critical to turn this crisis around and put these girls on a path to success. In the 2011-12 school year, 12 percent of all African American female pre-k-12 students were suspended from school, six times the rate of white girls and more than any other group of girls and several groups of boys despite research showing that African American children. The experience of tiambrya jenkins a 16-year-old high school student in Rome, georgia illustrates the impact that overly punitive disciplinary practices can have on African American girls. Two years ago, when Jenkins was a straight-A student in ninth grade with a dream of becoming a nurse, she got into a fight after school with a white female classmate. .
Those who select the books often seem to forget that a book may be entirely wholesome but unattractive. These persons often, no doubt, wonder why certain volumes stand year after year on the library shelves untouched. These persons overlook the fact that the books which held them as youngsters far into the night may have no appeal to their children. Any man or woman of fifty years of age might mention the titles of a half hundred volumes, attractive in their own young days but never touched today. It was as reasonable to expect a red-blooded boy of today to be fascinated by some good books of the late 80's or the early 90's as to enjoy wearing a pair of trousers of the vintage of the 80's.
One could as easily persuade a conservative girl of sixteen to rig herself out in a pair of leg-o'-mutton sleeves for a commencement occasion as to induce her to read some of the good books which thrilled her mother thirty-five years ago. One can not help having a strong suspicion that a few leaders might do a valuable service by throwing out of our curriculums in English some of the moss-covered and weather-beaten literature on the so-called "required list.". Race and gender disparities in opportunity and academic achievement lead to high dropout rates, limited job opportunities, and increased risk of poverty (Washington,. C.) due to pervasive, systemic barriers in education rooted in racial and gender bias and stereotypes, African American girls are faring worse than the national average for girls on almost every measure of academic achievement, according to a comprehensive report ( executive summary ) released. In sharp contrast to reports of the academic success of girls overall, African American girls are more likely than any other group of girls to get poor grades and be held back a grade. The report, Unlocking Opportunity for African American Girls: a call to Action for Educational Equity, outlines what are sometimes insurmountable barriers to staying in school and how poor educational outcomes result in limited job opportunities, lower lifetime earnings, and increased risk of economic insecurity for. In 2013, 43 percent of African American women without a high school diploma were living in poverty, compared to nine percent of African American women with at least a bachelors degree. The report examines roadblocks faced by both African American girls and boys—such as under-resourced schools—and emphasizes those that have a distinct impact on African American girls due to the intersection of gender and race stereotypes. These barriers include lack of access to college-and career-preparatory curricula in schools; limited access to athletics and other extracurricular activities; disproportionate and overly punitive disciplinary practices that exclude them from school for minor and subjective infractions, such as dress code violations and wearing natural hairstyles;.
The cavendish Home for, boys and
I refer to that very common practice of stimulating and requiring students of immature capacity for grasping the pages of a book to desultory skimming through chapters and volumes in the name of parallel reading. Much of the required parallel reading is done with the mistaken notion that it sounds comprehensive. The results in many instances are shredder hasty reading, indefinite gleanings, and crude thinking. Voluminous parallel reading, when required of immature boys and girls, is the mark of the unseasoned teacher, the resort of the uncertain teacher, or the subterfuge of the lazy one. To be sure, this is not a wholesale denunciation of parallel reading. Such reading within reasonable limits, with definite aims, under careful direction, and by mature minds, is exceedingly valuable. There is yet another phase of the school library which demands attention.
There are few places where a youngster is more sorely tempted to hurtful dissipation than in a library when left to browse unguided. Young readers should be constantly reminded that skimming and skipping through many volumes is destructive of serious and logical thinking. Thomas Aquinas when asked in what manner a man might best become learned, answered, "By reading one book." The wisdom of that remark might be demonstrated at any time in a public library. Not long since my attention was called to an advertised contest in which a prize was offered to the youngster who would in a given time read and report on the largest number of books taken from a given collection. How would it do to offer a prize to that youngster who would in a given time eat the greatest quantity or variety of fruit from a given fruit stand? The latter would doubtless produce a case of physical indigestion; the former would likely produce mental indigestion. While i am about it i am constrained to enter a serious protest against a very common practice in our high paper schools, and some other institutions.
the homes, and using them wisely and discreetly. Columbians need to be convinced that as a community we are not a reading people. The meagerness of our school libraries and the extremely modest semi-municipal library bear witness against us as a people. Although our school libraries are small, they possess a creditable number of effective volumes. These collections are the result of the efforts of the school board, the principals, many of the teachers, and some of the parent-teacher associations. The most valuable school library is not necessarily the one with the largest number of titles on its shelves. The value depends rather upon the duplication of the best books. A thousand volumes representing one hundred well selected titles would perhaps better serve a school than would a thousand volumes representing a thousand titles.
There is more than a grain of truth in this statement. After having been taught the mechanics of reading, and having been given some taste for reading, children are often left to find their own literature. When people have learned to read and have acquired some taste for reading they are going to find something to read, and, if left without guidance, the chances are about equal between the wholesome and the trashy. Never before has there been so great need of guidance in the selection of books and magazines for youth. Our book counters and magazine stands are literally groaning beneath loads of trash, suggestive slime, and downright filth assignment masquerading as literature. This putrid mass would never be written, were it not published and sold, and it would never be published and sold, were it not eagerly snatched up and read. It is worse than useless to cry out against a salacious magazine article or a rotten book, especially by name.
No progress, report : Christina hoff Sommers' 'the war
South Carolina School Library media centers. Libraries or owl reading rooms, the people of Columbia need to realize in some practical way that most of their school buildings are lacking in several essentials of a modern school building. In a modern school building the reading room, or the library room, is just as important as class recitation rooms. One of the most capable teachers in any building should be in charge of the reading room. Upon her, perhaps more than upon any other teacher, rests the opportunity and responsibility for directing the study and the general reading of the entire school. No mere office woman or second rate teacher has any place in a reading room as its director. This teacher must know books, must know how to use books effectively, and must understand how to bring boys and girls to appreciate books. It has been said that we spend from five to ten years teaching our children to read, then give them either nothing to read or perhaps worse than nothing.