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 66 (4) ◽  
pp. 656-656
Author(s):  
April Sutton ◽  
Amy G Langenkamp ◽  
Chandra Muller ◽  
Kathryn S Schiller
Keyword(s):  
High School ◽  
Academic Performance ◽  
Transition To High School ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

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.

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.

Sign in / Sign up

Export Citation Format

Share Document