Based on the framework of critical quantitative intersectionality, the purpose of this study is to examine the multifaceted impacts of Southeast Asian female students’ race or ethnicity, gender, and socioeconomic status on math achievement score and intention to enter higher education. This study found that math achievement scores of Southeast Asian students were significantly higher than those of other race or ethnicity groups. However, Southeast Asian female students’ intention to pursue higher education was significantly lower than that of Southeast Asian males as well as being the lowest among all female students. The school organizational characteristics used in this study did not mediate or differentiate the intersectionalities related to Southeast Asian female students. The patterns held regardless of schooling contexts.

Background: We tested a model that incorporated potential developmental assets through which connections to parents and friends reduce the likelihood of engaging in non-suicidal self-injury (NSSI) among adolescents. Method: Data came from the 2016 Minnesota Student Survey, a population-based survey of 8th, 9th, and 11th grade students ( N = 119,452). Chi-square test, t-test, and correlations evaluated bivariate relationships between all variables. Indirect effects of three developmental assets (social competency, positive identity, and empowerment) were modeled simultaneously on associations between connections to parents and friends, and past-year NSSI. Results: Bivariate analyses demonstrated protective effects of parent and friend connections on NSSI and that all developmental assets were negatively associated with NSSI. After accounting for demographic variables and associations between developmental assets in a multiple mediator path model, connections to parents showed a stronger, negative direct relationship with NSSI than did connections to friends. Developmental assets, especially positive identity and empowerment, accounted for a greater proportion of the effect of connections to friends on NSSI than the effect of connections to parents. Finally, social competency was no longer significantly related to NSSI in the multiple mediator path model. Conclusion: Clinical efforts to prevent NSSI should focus on enhancing adolescents’ sense of positive identity and empowerment, as well as connections to parents and prosocial friends.

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Purpose: This study aims to provide quantitative knowledge concerning the leadership of Black women principals in American secondary schools. We examined (1) the demographic composition of the schools in which Black women principals serve, (2) these principals’ instructional leadership behaviors, (3) the collective responsibility among teachers in those schools, and (4) the association between their interacting identities and the math achievement scores of the 9th graders at the schools they led. Research Design and Methods: We used a critical quantitative intersectionality framework along with the base-year data from the High School Longitudinal Studies 2009 provided by the National Center for Education Statistics. Multiple regression analysis and linear mixed-effect modeling were used to examine how the convergence of principals’ race or ethnicity and gender is associated with the variables of interest. Findings: The results showed that on average, Black principals served schools with relatively higher percentages of students who were eligible for free or reduced-cost lunch and relatively higher percentages of students of color. We found that Black women principals were associated with a higher level of teachers’ collective responsibility as perceived by teachers and higher math achievement scores among students. There was a positive association between the principals’ instructional leadership behaviors perceived by teachers and female principals. Implications for Research and Practice: The importance of understanding the multiplicative influences of race or ethnicity and gender in research and principal preparation programs are discussed. We suggest that policymakers prepare intersectionality-informed policy interventions that specifically support leadership by Black women principals.