{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/100905"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/100905","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Equity is more than recruitment and access: Supporting the success of Black and Latinx students in advanced placement coursework","abstract":"Many school districts are making concerted efforts to increase participation of Black and Latinx student populations in Advanced Placement classes. Although overall enrollments are increasing for Black and Latinx students, they are less successful than their White and Asian counterparts in achieving a three or better on AP exams. This embedded case study focused on one district and examined the practices of two diverse high schools within that district. Through the Systemic Racial Equity framework, this case study examined antiracist school leadership practices that focus on supporting Black and Latinx students’ access to and success in Advanced Placement classes. Through the use of secondary survey data, school leader and teacher interviews, and student focus groups, the finding showed that once enrolled in AP coursework, Black and Latinx students were still forced to navigate racial barriers both in and outside of the classroom. For the most part, the district and school leaders relied on technical fixes and colorblind decision making within the curriculum and individual school buildings. However, the issues that prove to be the most challenging for Black and Latinx students are entrenched within an educational system that is deferential to dominant, White culture. This research asserted that school leaders who wish to create racial equity within their schools must go beyond technical fixes, develop personal competencies such as public reflection and racial consciousness, and implement practices that involve all stakeholders in both dialogue and action that focuses on addressing the deeply embedded oppression of Whiteness in schools. This case study contended if the goal for school leaders is to create whole access for all students, then they must be willing to upset and redesign systems that have traditionally benefitted only one group.","abstract_html":"Many school districts are making concerted efforts to increase participation of Black and Latinx student populations in Advanced Placement classes. Although overall enrollments are increasing for Black and Latinx students, they are less successful than their White and Asian counterparts in achieving a three or better on AP exams. This embedded case study focused on one district and examined the practices of two diverse high schools within that district. Through the Systemic Racial Equity framework, this case study examined antiracist school leadership practices that focus on supporting Black and Latinx students’ access to and success in Advanced Placement classes. Through the use of secondary survey data, school leader and teacher interviews, and student focus groups, the finding showed that once enrolled in AP coursework, Black and Latinx students were still forced to navigate racial barriers both in and outside of the classroom. For the most part, the district and school leaders relied on technical fixes and colorblind decision making within the curriculum and individual school buildings. However, the issues that prove to be the most challenging for Black and Latinx students are entrenched within an educational system that is deferential to dominant, White culture. This research asserted that school leaders who wish to create racial equity within their schools must go beyond technical fixes, develop personal competencies such as public reflection and racial consciousness, and implement practices that involve all stakeholders in both dialogue and action that focuses on addressing the deeply embedded oppression of Whiteness in schools. This case study contended if the goal for school leaders is to create whole access for all students, then they must be willing to upset and redesign systems that have traditionally benefitted only one group.","abstract_has_math":false,"creators":["Kucera, Michael F."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Ed Organization and Leadership","degree_department":null,"school":null,"contributors":["Welton, Anjalé D.","Dixson, Adrienne D.","Hackmann, Donald G.","Herrmann, Mary B."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-04T20:26:39Z","date_published":"2018-09-04T20:26:39Z","updated_at":"2026-07-22T22:24:38Z","subjects":["Advanced Placement","Antiracist Leadership","Equity","Racial Consciousness","Colorblindness","Systemic Racial Equity","High School"],"languages":["en"],"rights":["Copyright 2018 Michael Kucera"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/100905","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Welton, Anjalé D.","Dixson, Adrienne D.","Hackmann, Donald G.","Herrmann, Mary B."]},{"key":"dc:creator","label":"Author","values":["Kucera, Michael F."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-09-04T20:26:39Z","2018-03-07","2018-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Ed Organization and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Advanced Placement","Antiracist Leadership","Equity","Racial Consciousness","Colorblindness","Systemic Racial Equity","High School"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Michael Kucera"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/100905"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Many school districts are making concerted efforts to increase participation of Black and Latinx student populations in Advanced Placement classes. Although overall enrollments are increasing for Black and Latinx students, they are less successful than their White and Asian counterparts in achieving a three or better on AP exams. This embedded case study focused on one district and examined the practices of two diverse high schools within that district. Through the Systemic Racial Equity framework, this case study examined antiracist school leadership practices that focus on supporting Black and Latinx students’ access to and success in Advanced Placement classes. Through the use of secondary survey data, school leader and teacher interviews, and student focus groups, the finding showed that once enrolled in AP coursework, Black and Latinx students were still forced to navigate racial barriers both in and outside of the classroom. For the most part, the district and school leaders relied on technical fixes and colorblind decision making within the curriculum and individual school buildings. However, the issues that prove to be the most challenging for Black and Latinx students are entrenched within an educational system that is deferential to dominant, White culture. This research asserted that school leaders who wish to create racial equity within their schools must go beyond technical fixes, develop personal competencies such as public reflection and racial consciousness, and implement practices that involve all stakeholders in both dialogue and action that focuses on addressing the deeply embedded oppression of Whiteness in schools. This case study contended if the goal for school leaders is to create whole access for all students, then they must be willing to upset and redesign systems that have traditionally benefitted only one group.","Submission original under an indefinite embargo labeled 'Open Access'. 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However, the issues that prove to be the most challenging for Black and Latinx students are entrenched within an educational system that is deferential to dominant, White culture. This research asserted that school leaders who wish to create racial equity within their schools must go beyond technical fixes, develop personal competencies such as public reflection and racial consciousness, and implement practices that involve all stakeholders in both dialogue and action that focuses on addressing the deeply embedded oppression of Whiteness in schools. This case study contended if the goal for school leaders is to create whole access for all students, then they must be willing to upset and redesign systems that have traditionally benefitted only one group.","Submission original under an indefinite embargo labeled 'Open Access'. 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