This study explores the relationship between school affluence and ethnicity/gender on the outcomes of African-American female high school students enrolled in a concentrated technology program at a large, urban public school district. A quantitative correlational research design was utilized. Binary logistic regression was conducted to determine the effect of Title I Classification and ethnicity/gender on student readiness for college or career. A multiple regression was conducted to assess the association between Title I Classification and ethnicity/gender on student attitudes and perceptions of school climate. There is a statistically significant negative association between Title I Classification and student attitudes or perceptions regarding college preparation and intent. This result indicates that ethnic minority IT students at a high-poverty school feel they experience reduced levels of college preparation and guidance from faculty members and harbor a lower perceived value of a college degree than their counterparts at a more affluent school. Overall, there is no statistically significant relationship between Title I Classification and college or career readiness for African-American female IT students. Nor is there a statistically significant association between ethnicity and readiness for college/career or student attitudes and perceptions of school climate for African-American female IT students. These results demonstrate that there is not sufficient evidence to support ethnicity alone as a significant predictor of outcomes for African-American female IT students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]