School Social Context Effects on Gender Differences in Academic Achievement Among Second-Generation Latinos

Abstract

This study considers involuntary minority concentration effects on gender differences in achievement and finds increasing levels of involuntary minority enrollments decrease grade point averages and math scores for immigrant boys versus girls, net of individual and school socioeconomic status. Immigrant achievement declines in involuntary minority schools where a climate of apathy and failure inhibits performance. Yet, differences in gender roles and socialization renders girls less vulnerable to assimilation of adversarial attitudes and behaviors responsible for academic failure.