An analysis of the underrepresentation of Black students in the Advanced Placement program: implications for postsecondary access

Using a qualitative approach, this study explored the factors that contribute to the underrepresentation of Black students in the AP program. The sample was comprised of 12 Black students who attended a suburban public high school in New Jersey. Seven of the participants were enrolled in AP classes and five were enrolled in Honors classes. Themes unique to the AP group were: discomfort and isolation in AP courses and teacher expectations. The theme that emerged from the non AP student interviews was comfort in Honors. Themes common to both groups were: lack of AP information, the impact of guidance counselors, the MAC Community, parental support, and self-efficacy. Themes also emerged based upon gender. Recommendations for how educators might begin to improve the learning landscape for students included the elimination of tracking, or the reduction of the number of levels (tracks). Secondly, it was determined that students and their parents should be provided with AP information beginning in middle school. Lastly, the results of the study suggest that counselors should develop more inclusive recruitment practices, so that information relative to the AP program is made available to all students.

Name thesis:degree_name

Ed.D. Educational Leadership

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2013

Author dc:creator

• Lewis, Faye

Contributors dc:contributor

• Walpole, MaryBeth

• Advanced placement programs (Education); High school students, Black
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://rdw.rowan.edu/etd/502

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1501