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A Qualitative Study of Facilitators ...

Cole, Austin R.

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A Qualitative Study of Facilitators and Barriers Perceived by Black Students and Their Effect on Advanced Placement Course Enrollment in High School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Study of Facilitators and Barriers Perceived by Black Students and Their Effect on Advanced Placement Course Enrollment in High School./
Author:	Cole, Austin R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	170 p.
Notes:	Source: Masters Abstracts International, Volume: 85-02.
Contained By:	Masters Abstracts International85-02.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30531097
ISBN:	9798380077064

A Qualitative Study of Facilitators and Barriers Perceived by Black Students and Their Effect on Advanced Placement Course Enrollment in High School.
Cole, Austin R.

A Qualitative Study of Facilitators and Barriers Perceived by Black Students and Their Effect on Advanced Placement Course Enrollment in High School. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 170 p.

Source: Masters Abstracts International, Volume: 85-02.

Thesis (Ed.S.)--University of South Florida, 2023.

This item must not be sold to any third party vendors.

Advanced Placement (AP) classes can provide many benefits to students. The rigorous curriculum gives students an academic challenge to expand their educational abilities (The College Board, 2014). However, students of color are often underrepresented in AP participation (The College Board, 2014). Research has investigated factors among students of color that predict participation and success in AP courses, suggesting that family SES and prior academic achievement (Dixson et al., 2017; Ndura et al., 2003), and racial barriers impact students' ability to choose to take AP courses (Jeffries & Silvernail, 2017; Walker & Pearsall, 2012).This study addressed a gap in the research using qualitative interviews developed from a framework of ecological theory (Bronfenbrenner, 1977) and Critical Race Theory (Delgado & Stefancic, 2017) to investigate Black students' perceptions regarding the accessibility of AP courses. Sixteen Black and African American high school students (8 enrolled in AP courses and 8 not enrolled) completed two interviews and a writing prompt to share their perceptions of barriers and facilitators to AP course enrollment. Using reflexive thematic analysis, themes were inductively coded and compared across groups. For participants in AP courses, reported barriers included low confidence, time management concerns, and the workload. Facilitators included college benefits, academic challenge, content interest, and peer and family encouragement. Participants not in AP courses reported teacher perceptions, limited representation of people of color, lack of information about AP courses, motivation, and time management as barriers to enrollment in AP. Facilitators included family, teacher, and peer encouragement, college{A0}benefits, and pride in accomplishments. Implications of these perceptions and recommendations for future directions are discussed.

ISBN: 9798380077064Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Advanced Placement

A Qualitative Study of Facilitators and Barriers Perceived by Black Students and Their Effect on Advanced Placement Course Enrollment in High School.
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520 $a Advanced Placement (AP) classes can provide many benefits to students. The rigorous curriculum gives students an academic challenge to expand their educational abilities (The College Board, 2014). However, students of color are often underrepresented in AP participation (The College Board, 2014). Research has investigated factors among students of color that predict participation and success in AP courses, suggesting that family SES and prior academic achievement (Dixson et al., 2017; Ndura et al., 2003), and racial barriers impact students' ability to choose to take AP courses (Jeffries & Silvernail, 2017; Walker & Pearsall, 2012).This study addressed a gap in the research using qualitative interviews developed from a framework of ecological theory (Bronfenbrenner, 1977) and Critical Race Theory (Delgado & Stefancic, 2017) to investigate Black students' perceptions regarding the accessibility of AP courses. Sixteen Black and African American high school students (8 enrolled in AP courses and 8 not enrolled) completed two interviews and a writing prompt to share their perceptions of barriers and facilitators to AP course enrollment. Using reflexive thematic analysis, themes were inductively coded and compared across groups. For participants in AP courses, reported barriers included low confidence, time management concerns, and the workload. Facilitators included college benefits, academic challenge, content interest, and peer and family encouragement. Participants not in AP courses reported teacher perceptions, limited representation of people of color, lack of information about AP courses, motivation, and time management as barriers to enrollment in AP. Facilitators included family, teacher, and peer encouragement, college{A0}benefits, and pride in accomplishments. Implications of these perceptions and recommendations for future directions are discussed.
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