Trends in diversity-related learning among secondary schools in 35 US states, 2014-2018.

Autor:	Young E; Oak Ridge Institute for Science Education (ORISE), Oak Ridge, TN, USA.; Atlanta, GA, USA., Demissie Z; Atlanta, GA, USA.; U.S. Public Health Service Commissioned Corps, Rockville, MD, USA., Szucs LE; Atlanta, GA, USA., Brener ND; Atlanta, GA, USA., Waheed F; Johns Hopkins University, Baltimore, MD, USA.; Baltimore City Public Schools, Baltimore, MD, USA., Jasani S; The University of Texas, LBJ School of Public Affairs, Austin, TX, USA.
Jazyk:	angličtina
Zdroj:	Health education journal [Health Educ J] 2024 Jan 09; Vol. 83 (1), pp. 52-64.
DOI:	10.1177/00178969231221000
Abstrakt:	Objective: School Health Profiles (Profiles) is a national surveillance system operated by the US Centers for Disease Control and Prevention. A school-based system of surveys, Profiles monitors school health policies and practices in US states and other jurisdictions through questionnaires completed by school principals and lead health education teachers. This study used the Profiles principal survey to identify trends in US schools' implementation of diversity-related learning opportunities (i.e., opportunities to learn about people who are different from them) in secondary classroom and extracurricular settings. Methods: Logistic regression models using data from three cycles of School Health Profiles from 35 US states examined trends in the percentages of secondary schools offering students diversity-related learning opportunities in the following settings, each measured by using dichotomous yes/no response options: a) clubs; b) lessons in class; and c) special events (e.g., multicultural week, family night) sponsored by the school or community organisations. Results: During 2014-2018, no states experienced decreases in opportunities for students to learn about people who are different from them; most states demonstrated no significant change. Conclusion: Findings suggest efforts are needed to strengthen capacity for and prioritisation of policies, programmes, and practices promoting diversity and culturally relevant education in schools, and in turn, promote positive health and educational outcomes for youth. Competing Interests: Conflicting Interests The authors declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Databáze:	MEDLINE
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