TACKLING BARRIERS TO ADVANCED PLACEMENT: STRENGTHENING THE SENSE OF BELONGING OF UNDERREPRESENTED STUDENTS

Abstract

The achievement gap between White and Black students in Advanced Placement (AP) courses remains a significant educational challenge in the United States (Ewing & Wyatt, 2023). AP programs enhance educational opportunities by providing access to rigorous coursework that can lead to college credit and advanced standing (College Board, 2020). These programs foster critical thinking, time management, and study skills essential for higher education success (Strayhorn, 2019). Participation in AP courses can address educational disparities by equipping Black students with the skills needed to thrive in predominantly White institutions, contributing to a more equitable educational landscape (College Board, 2020; Ewing & Wyatt, 2023).However, many Black students face significant obstacles to participation, such as lack of encouragement from teachers, perceived racial biases, and social isolation (Rodriguez, 2019). This study investigated the factors contributing to the disparity in AP course participation, focusing on the experiences of first-time AP students, particularly Black students, in one high school. Using a mixed-methods approach, the study combined survey findings from first-time AP students with insights from a focus group of “Lead Higher” (Black) students to examine their sense of belonging within AP courses. The primary aim was to understand how these students perceive their acceptance in challenging academic settings and identify barriers preventing Black students from enrolling in AP courses at rates reflective of the school's demographics. By centering on student perspectives, the research sought to uncover root causes that may perpetuate the achievement gap. The research highlighted the importance of recognizing these barriers and establishing support systems that encourage a sense of belonging among Black first-time AP students. The findings aim to enrich the ongoing dialogue on educational equity by providing strategies to improve the enrollment and retention of Black first-time students in AP courses. Ultimately, this research sought to foster a more inclusive academic environment in the high school, where all students feel valued and empowered to pursue advanced academic opportunities.