2026-09-22T17:30:13Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/113953 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Pak, Yoon K Pak, Yoon K Anderson, James D Span, Christopher M Hale, Jon N 2022-04-29T21:42:54Z 2024-04-29T21:47:53Z 2021-12 Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-12-01 The student, Tyrone Williams, Jr., accepted the attached license on 2021-09-24 at 19:52. The student, Tyrone Williams, Jr., submitted this Dissertation for approval on 2021-09-24 at 19:59. This Dissertation was approved for publication on 2021-09-29 at 09:16. DSpace SAF Submission Ingestion Package generated from Vireo submission #17141 on 2022-04-06 at 17:16:37 Made available in DSpace on 2022-04-29T21:42:54Z (GMT). No. of bitstreams: 2 WILLIAMSJR-DISSERTATION-2021.pdf: 1211270 bytes, checksum: f7cd7b813bacf66beaf888c8a045caa4 (MD5) LICENSE.txt: 4212 bytes, checksum: 638be0ff792ae3adfd9a735bf07dcfaa (MD5) Previous issue date: 2021-09-29 Embargo set by: Seth Robbins for item 123315 Lift date: 2024-04-29T21:43:01Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Embargo set by: Seth Robbins for item 123315 Lift date: 2024-04-29T21:44:44Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Embargo set by: Seth Robbins for item 123315 Lift date: 2024-04-29T21:46:25Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Embargo set by: Seth Robbins for item 123315 Lift date: 2024-04-29T21:47:53Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system U of I Only application/pdf en text Challenging myopic views: Black students negotiate advanced placement courses in a predominantly White and affluent suburban high school Williams, Jr., Tyrone W 2021-09-29 Education 2022-04-29T21:42:54Z 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. Thesis eng http://hdl.handle.net/2142/113953 Copyright 2021 Tyrone Williams, Jr. Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Dissertation Ph.D.