The academic excellence gap, which refers to the disproportionalities of minority groups in advanced academic programs, presents challenges for educational leaders striving to provide access to equitable educational opportunities for all students. This study, guided by Charles Tilly’s opportunity hoarding, examines the systematic underrepresentation of African American students in advanced academic programs. Using a transformative mixed methods design, the researcher analyzes enrollment patterns, the intersectionality of race and gifted identification in K-5, and teacher and leader perceptions of how organizational routines influence student enrollment in advanced academic courses, grades 9-12, in a school district in West Central Georgia. Redacted student demographic and enrollment data were utilized for quantitative analysis. Concurrently, district and high school personnel participated in semi-structured interviews and two focus groups, which were the means of qualitative data collection. While the quantitative findings reveal a significant underrepresentation of gifted African American students and overrepresentation of gifted White students in advanced programs, with a noted enrollment disparity for nongifted African American students compared to White peers, the qualitative findings emphasize the lack of systematic routines and persistent organizational barriers contributing to gaps in gifted identification and course access. These findings underscore the need for educational leaders to implement transparent, equitable organizational routines to address opportunity hoarding and disrupt systemic disproportionalities in advanced academic programs.
","abstract_html":"<p>The academic excellence gap, which refers to the disproportionalities of minority groups in advanced academic programs, presents challenges for educational leaders striving to provide access to equitable educational opportunities for all students. This study, guided by Charles Tilly’s opportunity hoarding, examines the systematic underrepresentation of African American students in advanced academic programs. Using a transformative mixed methods design, the researcher analyzes enrollment patterns, the intersectionality of race and gifted identification in K-5, and teacher and leader perceptions of how organizational routines influence student enrollment in advanced academic courses, grades 9-12, in a school district in West Central Georgia. Redacted student demographic and enrollment data were utilized for quantitative analysis. Concurrently, district and high school personnel participated in semi-structured interviews and two focus groups, which were the means of qualitative data collection. While the quantitative findings reveal a significant underrepresentation of gifted African American students and overrepresentation of gifted White students in advanced programs, with a noted enrollment disparity for nongifted African American students compared to White peers, the qualitative findings emphasize the lack of systematic routines and persistent organizational barriers contributing to gaps in gifted identification and course access. These findings underscore the need for educational leaders to implement transparent, equitable organizational routines to address opportunity hoarding and disrupt systemic disproportionalities in advanced academic programs.</p>","abstract_has_math":false,"creators":["Wimbush, J. Nichelle"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Lauren Neal","Dana Griggs","Christopher LeMieux"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:44:41Z","subjects":["African American","secondary","organizational routines","leadership","gifted","advanced academic programs","Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/559","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lauren Neal","Dana Griggs","Christopher LeMieux"]},{"key":"dc:creator","label":"Author","values":["Wimbush, J. 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This study, guided by Charles Tilly’s opportunity hoarding, examines the systematic underrepresentation of African American students in advanced academic programs. Using a transformative mixed methods design, the researcher analyzes enrollment patterns, the intersectionality of race and gifted identification in K-5, and teacher and leader perceptions of how organizational routines influence student enrollment in advanced academic courses, grades 9-12, in a school district in West Central Georgia. Redacted student demographic and enrollment data were utilized for quantitative analysis. Concurrently, district and high school personnel participated in semi-structured interviews and two focus groups, which were the means of qualitative data collection. While the quantitative findings reveal a significant underrepresentation of gifted African American students and overrepresentation of gifted White students in advanced programs, with a noted enrollment disparity for nongifted African American students compared to White peers, the qualitative findings emphasize the lack of systematic routines and persistent organizational barriers contributing to gaps in gifted identification and course access. These findings underscore the need for educational leaders to implement transparent, equitable organizational routines to address opportunity hoarding and disrupt systemic disproportionalities in advanced academic programs.
"]},{"key":"dc:title","label":"Title","values":["The Role of Organizational Routines in Perpetuating Disparities Among African American Students in Secondary Advanced Academic Programs: A Mixed Methods Study"]}]}],"canonical_facts":{"dc:contributor":["Lauren Neal","Dana Griggs","Christopher LeMieux"],"dc:creator":["Wimbush, J. Nichelle"],"dc:description.abstract":["The academic excellence gap, which refers to the disproportionalities of minority groups in advanced academic programs, presents challenges for educational leaders striving to provide access to equitable educational opportunities for all students. This study, guided by Charles Tilly’s opportunity hoarding, examines the systematic underrepresentation of African American students in advanced academic programs. Using a transformative mixed methods design, the researcher analyzes enrollment patterns, the intersectionality of race and gifted identification in K-5, and teacher and leader perceptions of how organizational routines influence student enrollment in advanced academic courses, grades 9-12, in a school district in West Central Georgia. Redacted student demographic and enrollment data were utilized for quantitative analysis. Concurrently, district and high school personnel participated in semi-structured interviews and two focus groups, which were the means of qualitative data collection. While the quantitative findings reveal a significant underrepresentation of gifted African American students and overrepresentation of gifted White students in advanced programs, with a noted enrollment disparity for nongifted African American students compared to White peers, the qualitative findings emphasize the lack of systematic routines and persistent organizational barriers contributing to gaps in gifted identification and course access. These findings underscore the need for educational leaders to implement transparent, equitable organizational routines to address opportunity hoarding and disrupt systemic disproportionalities in advanced academic programs.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/559"],"dc:language":["English"],"dc:subject":["African American","secondary","organizational routines","leadership","gifted","advanced academic programs","Education"],"dc:title":["The Role of Organizational Routines in Perpetuating Disparities Among African American Students in Secondary Advanced Academic Programs: A Mixed Methods Study"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:44:41Z"}