Challenging myopic views: Black students negotiate advanced placement courses in a predominantly White and affluent suburban high school

Abstract

Research about Black students have typically used urban America as the locus point for understanding inhibitors to student success while simultaneously ignoring the growing numbers of Black students that call the “suburbs” home. Although a few recent studies have looked at the growing demographics of Black Americans in the “suburbs” with respect to resource allocation, structural barriers and resegregation in public schools. There continues to be a paucity in regards to Black student experiences, as often times their voices are muted in favor of administrators, teachers, and community members. In response, the current study draws on the experiences of Black students in an affluent “suburban” community to gain better insight about what it means to negotiate Advanced Placement courses in predominantly White affluent suburban classrooms.