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Title:Equity is more than recruitment and access: Supporting the success of Black and Latinx students in advanced placement coursework
Author(s):Kucera, Michael F.
Director of Research:Welton, Anjalé D.
Doctoral Committee Chair(s):Welton, Anjalé D.
Doctoral Committee Member(s):Dixson, Adrienne D.; Hackmann, Donald G.; Herrmann, Mary B.
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Ed Organization and Leadership
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Advanced Placement
Antiracist Leadership
Racial Consciousness
Systemic Racial Equity
High School
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.
Issue Date:2018-03-07
Rights Information:Copyright 2018 Michael Kucera
Date Available in IDEALS:2018-09-04
Date Deposited:2018-05

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