Effect of Principal and Student Gender on New York City High School Performance Outcomes

Rupert Green

SAGE Open, 2015, vol. 5, issue 3, 2158244015591707

Abstract: A mixed-methods study enabled the exploration of New York City high school data, analyzing performance/demographic scores based on principal and/or student gender, boroughs, and other factors found the following: Significant differences in boroughs’ college and career readiness scores, χ 2 (4, N = 369) = 26.830, p = .00, with (a) the highest mean rank of 251 for Staten Island, and the lowest mean rank of 156 for Brooklyn; (b) larger socioeconomically integrated schools more successful; (c) failure in small Manhattan and Bronx segregated/poverty female-majority schools; and (d) male students, F (4, 359) = 2.49, p = .043, partial η 2 = .027, attained significantly lower scores. Enrollment was significant, F (1, 457) = 7.215, p

Keywords: androcentrism; feminization; culturally relevant pedagogy; vocational education; Jamaica (search for similar items in EconPapers)
Date: 2015
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:5:y:2015:i:3:p:2158244015591707

DOI: 10.1177/2158244015591707

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