scholarly journals Who Gets Ahead and Who Falls Behind During the Transition to High School? Academic Performance at the Intersection of Race/Ethnicity and Gender

2018 ◽  
Vol 65 (2) ◽  
pp. 154-173 ◽  
Author(s):  
April Sutton ◽  
Amy G Langenkamp ◽  
Chandra Muller ◽  
Kathryn S Schiller
Keyword(s):  
High School ◽  
High School Transition ◽  
School Transition ◽  
Black Boys ◽  
Transition To High School ◽  
Gender Stratification ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
Racial Ethnic

Abstract Academic stratification during educational transitions may be maintained, disrupted, or exacerbated. This study marks the first to use national data to investigate how the transition to high school (re)shapes academic status at the intersection of race/ethnicity and gender. We seek to identify the role of the high school transition in shaping racial/ethnic and gender stratification by contextualizing students’ academic declines during the high school transition within the longer window of their educational careers. Using Add Health, we find that white and black boys experience the greatest drops in their grade point averages (GPAs). We also find that the maintenance of high academic grades between the eighth and ninth grades varies across racial/ethnic and gender subgroups; higher-achieving middle school black boys experience the greatest academic declines. Importantly, we find that white and black boys also faced academic declines before the high school transition, whereas their female student peers experienced academic declines only during the transition to high school. We advance current knowledge on educational stratification by identifying the transition to high school as a juncture in which boys’ academic disadvantage widens and high-achieving black boys lose their academic status at the high school starting gate. Our study also underscores the importance of adopting an intersectional framework that considers both race/ethnicity and gender. Given the salience of high school grades for students’ long-term success, we discuss the implications of this study for racial/ethnic and gender stratification during and beyond high school.

Impact of patient-provider race/ethnicity and gender concordance on cancer screening: Findings from medical expenditure panel survey.

2017 ◽  
Vol 35 (15_suppl) ◽  
pp. 1547-1547
Author(s):  
Jyoti Malhotra ◽  
David Rotter ◽  
Jennifer Tsui ◽  
Adana Llanos ◽  
Bijal A Balasubramanian ◽  
...  
Keyword(s):  
Colorectal Cancer ◽  
Cancer Screening ◽  
Medical Expenditure Panel Survey ◽  
Medical Expenditure ◽  
Gender Concordance ◽  
Screening Adherence ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
Racial Ethnic

1547 Background: Racial/ethnic minority groups experience lower rates of cancer screening compared to non-Hispanic (NH) whites. Previous studies evaluating the role of patient-provider race/ethnicity and gender concordance in cancer screening have been inconclusive. Methods: We conducted a cross-sectional study of 18,690 patient-provider pairs using the 2003-2010 Medical Expenditure Panel Survey (MEPS) data. We assessed association between patient-provider race/ethnicity and gender concordance and, screening adherence for breast, cervical, and colorectal cancer using American Cancer Society guidelines. Separate multivariable logistic regression adjusting for demographics, self-reported health and MEPS survey year were conducted to examine relationships of interest. Results: Seventy percent of patients were NH-white, 15% were NH-black and 15% were Hispanic. Patients adherent to cancer screening were more likely to be non-Hispanic, better educated, married, wealthier, and privately insured. Among NH-black and NH-whites, patient-provider racial/ethnic concordance was not associated with screening adherence. Among Hispanics, patient-provider racial/ethnic discordant pairs had higher colorectal cancer screening rates as compared to concordant pairs (OR 1.48; 95% CI 1.28-1.71). This association was significant even on adjusting for gender concordance and survey language (English vs. Spanish). Conversely, patient-provider gender discordance was associated with lower rates of breast (OR 0.81; 95% CI 0.74-0.89), cervical (OR 0.79; 95% CI 0.72-0.87) and colorectal cancer (OR 0.86; 95% CI 0.80-0.93) screening adherence in all patients. This association was also significant on restricting analysis to racial/ethnic concordant pairs. Conclusions: Patient-provider gender concordance positively impacts adherence to cancer screening and this finding may guide future interventions. Patient-provider racial/ethnic concordance is not associated with screening adherence among whites and blacks but Hispanic patients seen by Hispanic providers have lower colorectal cancer screening rates. This counter-intuitive finding requires further study.

The Consequences of Friend-Related Stress Across Early Adolescence

2019 ◽  
Vol 40 (2) ◽  
pp. 249-272
Author(s):  
Aprile D. Benner ◽  
Yang Hou ◽  
Kristina M. Jackson
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
High School Transition ◽  
School Transition ◽  
Well Being ◽  
Risky Behaviors ◽  
Transition To High School ◽  
School Students ◽  
Related Stress

The current study investigated early adolescents’ experiences of friend-related stress across middle school and its developmental consequences following the transition to high school. Using a sample of approximately 1,000 middle school students, four unique friend-related stress trajectories were observed across middle school: consistently low friend-related stress (57% of the sample), consistently high friend-related stress (7%), moderate and increasing friend-related stress (22%), and moderate but decreasing friend-related stress (14%). Groups characterized by higher levels of friend-related stress across middle school were linked to subsequent poorer socioemotional well-being, lower academic engagement, and greater involvement in and expectancies around risky behaviors following the transition to high school. Increased friend-related stress across the high school transition was also linked to poorer outcomes, even after taking into account earlier stress trajectories. Gender differences highlighted the particular struggles girls experience both in friend stress and in the links between friend stress and subsequent well-being.

Race, Gender, and Statistical Representation: Predatory Mortgage Lending and the US Community Reinvestment Movement

2007 ◽  
Vol 39 (9) ◽  
pp. 2139-2166 ◽  
Author(s):  
Elvin K Wyly ◽  
Mona Atia ◽  
Elizabeth Lee ◽  
Pablo Mendez
Keyword(s):  
Data Collection ◽  
Mortgage Lending ◽  
Predatory Lending ◽  
Statistical Representation ◽  
Public Data ◽  
Race Ethnicity ◽  
And Gender ◽  
Collection Practices ◽  
Ethnicity And Gender ◽  
Racial Ethnic

American mortgage markets, once arenas of discrimination by exclusion, now operate as venues of segmentation and discrimination by inclusion: credit is widely available, but its terms vary enormously. One market segment involves sophisticated predatory practices in which certain groups of borrowers are targeted for high-cost credit that strips out home equity and worsens the risks of delinquency, default, and foreclosure. Unfortunately, it has become more difficult to measure inequalities of predatory lending: race–ethnicity and gender are ‘disappearing’ from the main public data source used to study, organize, and mobilize on issues of lending inequalities. In this paper, we present a mixed-methods case study of statistical representation of homeowners and homebuyers marginalized by race, ethnicity, and gender. A theoretical examination of official data-collection practices is followed by a discussion of alternative meanings of racial–ethnic and gender nondisclosure. Interviews with a sample of homeowners and homebuyers in the Washington, DC, area reveal some respondent ambivalence about the details of data-collection practices, but provide no consistent support for the idea that nonreporting is solely a matter of individual choice. Econometric analyses indicate that nondisclosure is driven primarily by lending-industry practices, with the strongest disparate impacts in African-American suburbs. Predatory lending is producing ambivalent spaces of racial-ethnic and gender invisibility, requiring new strategies in the reinvestment movement.

scholarly journals Building Teachers’ Trust in Principals: Exploring the Effects of the Match Between Teacher and Principal Race/Ethnicity and Gender and Feelings of Trust

2019 ◽  
Vol 29 (1) ◽  
pp. 25-53 ◽  
Author(s):  
Kristina F. Brezicha ◽  
Edward J. Fuller
Keyword(s):  
North Carolina ◽  
Educational Leaders ◽  
School Life ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
The Relationship ◽  
Racial Ethnic

Trusting relationships play a crucial role in all aspects of school life. This study builds on this understanding by exploring the role gender and race/ethnicity plays in establishing trust between teachers and principals. Utilizing statewide working conditions survey administered in North Carolina, we employ both descriptive and analytic methods to examine the relationship between the racial/ethnic and gender match between teachers and principals and teachers’ trust in their principal. Our analyses indicate that race matters in establishing trust between teachers and principals. We suggest implications for educational leaders and principal preparation programs.

scholarly journals A Remote Instructor Like Me: Student–Teacher Congruence in Online, High School Courses

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110187
Author(s):  
Jennifer Darling-Aduana
Keyword(s):  
Online Course ◽  
Educational Benefits ◽  
Online High School ◽  
Marginalized Groups ◽  
Improved Outcomes ◽  
Unique Nature ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
Racial Ethnic

Students belonging to marginalized groups experience positive impacts when taught by a teacher of the same race, ethnicity, and gender. The unique nature of standardized, asynchronous online course taking allows for greater separation of any possible educational benefits of student versus teacher-driven mechanisms contributing to these improved outcomes. Using a student-by-course fixed effect strategy on data from a large urban school district, I examined associations between whether students experienced racial/ethnic or gender congruence with their remote instructor and both engagement and learning outcomes. Students who identified as Black demonstrated higher rates of engagement, although no difference in achievement, within lessons taught by a same-race remote instructor. I find that representation is associated with engagement even when instructors follow closely scripted lessons, representation occurs in only small doses, and instruction occurs in an impersonal setting.

Shaping Generations of Architects

2019 ◽  
Vol 101 (2) ◽  
pp. 163-204
Author(s):  
Sian Winship
Keyword(s):  
High School ◽  
Los Angeles ◽  
Built Environment ◽  
Vocational Training ◽  
Building Codes ◽  
Kern County ◽  
School Architecture ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

Two early high school architecture programs—Polytechnic High School in Los Angeles as of 1904 and Kern County High School in Bakersfield as of 1910—trained a cadre of architects that would populate the architectural programs of prestigious universities and would ultimately shape the built environment of Southern California and beyond. The programs’ charismatic founders, both trained in the Beaux-Arts pedagogical tradition and styles, transitioned to practical vocational training and became proponents of modernism. Their programs took steps to diversify the architectural profession in terms of race/ethnicity and gender. The graduates of their programs introduced advances in building codes and designed significant architectural landmarks.

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