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

SAGE Open

Rupert Green¹ 

关键词: rocentrism;    feminization;    culturally relevant pedagogy;    vocational education;    Jamaica;   

DOI  :  10.1177/2158244015591707

学科分类：社会科学、人文和艺术（综合）

来源: Sage Journals

【 摘 要 】

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, χ2(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 η2 = .027, attained significantly lower scores. Enrollment was significant, F(1, 457) = 7.215, p < .05 partial η2 = .940, with male principals (M = 746.40, SD = 903.58) leading larger schools. Recommendations include the following: gifted vocational education school, gauging for feminization, more Black/Hispanic principals; and assurance of licensed vocational educators.

【 授权许可】

CC BY