What is it about?
Principals are key individuals in school, but does their gender impact school performance based on student gender? Is it OK for a male student to complete his entire K-12 schooling without ever being taught by a male teacher? These are the questions raised in an examination of New York City high schools.
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Why is it important?
My findings show that in NYC, principal gender has ramifications for high school performance, wherein female principals are assigned more challenged students--leading to the lower performance of their schools. Their assignment to challenged school is a function of their nurturing and caring qualities, or for the fact they take such schools as a means of getting their feet in in the door. Principal gender also impacts male students' performance, as well as male teachers' decision regarding with whom they work.
Perspectives
The work is timely as it examines how schools are undertaking various initiatives to meet No Child Left Behind mandates, requiring empirical examination of the data.
Dr Rupert Green
Institute for Hands-on Science, Engineering, & Technology
Read the Original
This page is a summary of: Effect of Principal and Student Gender on New York City High School Performance Outcomes, SAGE Open, July 2015, SAGE Publications,
DOI: 10.1177/2158244015591707.
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