assistant principals is unrelated, but the percentage of administrators is positively related to African-American male principals. For percentage Hispanics, the patterns are slightly different. The percentage of Hispanic teachers is unrelated to Hispanic and African-American principals, but shows a positive relationship with white principals. For the two other occupational categories, assistant principals and administrators, we observe a positive relationship with percentages of Hispanic male principals, but these occupational categories are unrelated to African-American and white principals. Across all three occupational categories, the percent white is unrelated to percentages of African-American men, but is related to percentages of Hispanic and white principals. Specifically, the parameter estimates suggest that multiethnic school districts with a higher percentage of white teachers employ lower percentages of Hispanic principals, but higher percentages of white principals. Percent white in the two other categories indicates a positive relationship with percentage of Hispanic principals. However, percent white among assistant principals is inversely related to white principals, but not related to percentage of administrators. In all, for men, the intersectional approach helps to illuminate distinct patterns across the three racial/ethnic groups. When gender is used as the independent variable, we observe no effects on women and men, but for the two other racial/ethnic groups, we observe gendered patterns: districts with higher percentages of female teachers tend to employ higher percentages of Hispanic women and lower percentages of Hispanic male principals. Similar gendered patterns are revealed for white women and white male principals. With the exception of these relationships are what we would expect based on a gender-only model: districts with higher percentages of female teachers employ higher percentages of women principals. The estimates indicate that percentage of female assistant principals is insignificant in each of the six
assistant principals is unrelated, but the percentage of administrators is positively related to African-American male principals. For percentage Hispanics, the patterns are slightly different. The percentage of Hispanic teachers is unrelated to Hispanic and African-American principals, but shows a positive relationship with white principals. For the two other occupational categories, assistant principals and administrators, we observe a positive relationship with percentages of Hispanic male principals, but these occupational categories are unrelated to African-American and white principals. Across all three occupational categories, the percent white is unrelated to percentages of African-American men, but is related to percentages of Hispanic and white principals. Specifically, the parameter estimates suggest that multiethnic school districts with a higher percentage of white teachers employ lower percentages of Hispanic principals, but higher percentages of white principals. Percent white in the two other categories indicates a positive relationship with percentage of Hispanic principals. However, percent white among assistant principals is inversely related to white principals, but not related to percentage of administrators. In all, for men, the intersectional approach helps to illuminate distinct patterns across the three racial/ethnic groups. When gender is used as the independent variable, we observe no effects on women and men, but for the two other racial/ethnic groups, we observe gendered patterns: districts with higher percentages of female teachers tend to employ higher percentages of Hispanic women and lower percentages of Hispanic male principals. Similar gendered patterns are revealed for white women and white male principals. With the exception of these relationships are what we would expect based on a gender-only model: districts with higher percentages of female teachers employ higher percentages of women principals. The estimates indicate that percentage of female assistant principals is insignificant in each of the six
PRQ_Submitted_Formated%2009-28-2016.docx