Zahra Shekarkhar
Biographic Data
| ID | 156525 |
|---|---|
| NAME | Zahra Shekarkhar |
| GIVEN NAMES | Zahra |
| FAMILY NAME | Shekarkhar |
| SIGNATURE | SHEKARKHAR Z |
| AFFILIATIONS | University of Florida |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
No surrender
School-Based Activities, Misbehavior, Discipline, and Racial and Ethnic Disparities
School-based discipline can negatively shape the educational outcomes of students, particularly for racial and ethnic minorities. Because racial and ethnic minority youth are at risk for educational failure and marginalized within schools, academic and sport extracurricular activities are often presented as a means to ameliorate educational risk factors. Little is known, however, about the relationship between involvement in these activities and …
Punishing Latina/o Youth
Although Latina/o youth are one the fastest growing segments of the U.S. population, they face a number of educational hurdles, such as disproportionate school punishment and increased risk of dropping out of high school. This topic is particularly relevant today in the midst of the current social, political, and economic debate over the “school-to-prison pipeline.” This study draws from the Educational Longitudinal Study and utilizes multilevel …
Breaking Stereotypes and School Punishment
The disproportionate punishment of racial and ethnic minority adolescents is a serious problem within schools. Few studies, however, consider factors outside of school misbehavior that may moderate this relationship. This study extends research on this topic by considering whether stereotypes moderate the school punishment of racial and ethnic minorities. This study utilizes multilevel modeling techniques to examine whether and how stereotypes ba…
Punishing the Children of Immigrants
Using segmented assimilation theory, this study examines whether the children of immigrants’ experiences with being disciplined at school are disproportionate. This study draws from the Educational Longitudinal Study of 2002 and utilizes multilevel techniques to analyze the relationships between race, ethnicity, generational status, misbehavior, and school discipline. Findings reveal that Black/African American second- and third-plus generation a…
The “Model Minority” Victim
Although previous research has demonstrated that immigration and gender may be related to victimization within U.S. schools, this study explores how immigration and gender are related to the victimization of Asian American youth within U.S. schools. Multilevel analyses that draw from the Education Longitudinal Study of 2002 suggest some important results. For instance, Asian American immigrant youth generally have an increased likelihood of being…
Latino/a Student Misbehavior and School Punishment
Although Latino/as are the fastest growing segment of the U.S. student population, Latino/a youth face a number of educational hurdles, such as disproportionate school punishment. This topic is particularly relevant today in the midst of the current social, political, and economic debate over the influence of Latino/a immigration in the US school system. This study draws from the Educational Longitudinal Study of 2002 and utilizes hierarchical li…
Latino/a Student Misbehavior and School Punishment
Although Latino/as are the fastest growing segment of the U.S. student population, Latino/a youth face a number of educational hurdles, such as disproportionate school punishment. This topic is particularly relevant today in the midst of the current social, political, and economic debate over the influence of Latino/a immigration in the US school system. This study draws from the Educational Longitudinal Study of 2002 and utilizes hierarchical li…
Punishing the Children of Immigrants
Using segmented assimilation theory, this study examines whether the children of immigrants’ experiences with being disciplined at school are disproportionate. This study draws from the Educational Longitudinal Study of 2002 and utilizes multilevel techniques to analyze the relationships between race, ethnicity, generational status, misbehavior, and school discipline. Findings reveal that Black/African American second- and third-plus generation a…
Punishing Latina/o Youth
Although Latina/o youth are one the fastest growing segments of the U.S. population, they face a number of educational hurdles, such as disproportionate school punishment and increased risk of dropping out of high school. This topic is particularly relevant today in the midst of the current social, political, and economic debate over the “school-to-prison pipeline.” This study draws from the Educational Longitudinal Study and utilizes multilevel …
School-Based Activities, Misbehavior, Discipline, and Racial and Ethnic Disparities
School-based discipline can negatively shape the educational outcomes of students, particularly for racial and ethnic minorities. Because racial and ethnic minority youth are at risk for educational failure and marginalized within schools, academic and sport extracurricular activities are often presented as a means to ameliorate educational risk factors. Little is known, however, about the relationship between involvement in these activities and …
Latino/a Student Misbehavior and School Punishment
Although Latino/as are the fastest growing segment of the U.S. student population, Latino/a youth face a number of educational hurdles, such as disproportionate school punishment. This topic is particularly relevant today in the midst of the current social, political, and economic debate over the influence of Latino/a immigration in the US school system. This study draws from the Educational Longitudinal Study of 2002 and utilizes hierarchical li…
The “Model Minority” Victim
Although previous research has demonstrated that immigration and gender may be related to victimization within U.S. schools, this study explores how immigration and gender are related to the victimization of Asian American youth within U.S. schools. Multilevel analyses that draw from the Education Longitudinal Study of 2002 suggest some important results. For instance, Asian American immigrant youth generally have an increased likelihood of being…
Breaking Stereotypes and School Punishment
The disproportionate punishment of racial and ethnic minority adolescents is a serious problem within schools. Few studies, however, consider factors outside of school misbehavior that may moderate this relationship. This study extends research on this topic by considering whether stereotypes moderate the school punishment of racial and ethnic minorities. This study utilizes multilevel modeling techniques to examine whether and how stereotypes ba…
Punishing the Children of Immigrants
Using segmented assimilation theory, this study examines whether the children of immigrants’ experiences with being disciplined at school are disproportionate. This study draws from the Educational Longitudinal Study of 2002 and utilizes multilevel techniques to analyze the relationships between race, ethnicity, generational status, misbehavior, and school discipline. Findings reveal that Black/African American second- and third-plus generation a…
Punishing Latina/o Youth
Although Latina/o youth are one the fastest growing segments of the U.S. population, they face a number of educational hurdles, such as disproportionate school punishment and increased risk of dropping out of high school. This topic is particularly relevant today in the midst of the current social, political, and economic debate over the “school-to-prison pipeline.” This study draws from the Educational Longitudinal Study and utilizes multilevel …
School-Based Activities, Misbehavior, Discipline, and Racial and Ethnic Disparities
School-based discipline can negatively shape the educational outcomes of students, particularly for racial and ethnic minorities. Because racial and ethnic minority youth are at risk for educational failure and marginalized within schools, academic and sport extracurricular activities are often presented as a means to ameliorate educational risk factors. Little is known, however, about the relationship between involvement in these activities and …
No surrender
Sociology (7 works) · Education Discipline and Inequality (6 works) · Psychology (6 works) · Criminology (5 works) · Social Psychology (5 works) · Bullying, Victimization, and Aggression (4 works) · Ethnic group (4 works) · Political science (4 works) · Demography (3 works) · Developmental psychology (3 works)