Date of Award

5-1-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education and Social Sciences

First Advisor

Alexander Herring

Second Advisor

Lee Hunter

Third Advisor

Kimberly Shaw

Abstract

Across the nation, research has shown that in an Advanced Placement (AP) class almost anywhere in the United States, it is likely to have the same phenomenon: a class made up primarily of white, middle- and upper-class students (Jeffries & Silvernail, 2017). Limited access to rigorous coursework for students from low socioeconomic households and minority groups can affect the number of minorities who matriculate to top research universities (Baylor, 2016). Access to AP and honors courses opens up new opportunities for students and pushes them toward success and future aspirations (McCauley, 2007). The problem is the African American (AA) population is underrepresented in AP and Honors courses (Baylor, 2016; Kettler & Hurst, 2017). The purpose of this grounded theory, qualitative study was to identify the reason(s) as to why there is an underrepresentation of AA students in AP and Honors courses in the Wilks County School District and potential ways to increase it so that AA students would have opportunities for success. Use of the Choice Theory has served as a foundational framework that suggests that a person's behaviors are based on individual self-perception and he/she "chooses" or make decisions on what makes sense at a particular moment of time. The implication of this research and practice will be used to further design and create programs and opportunities that will target that population of students with an increased motivation towards enrollment in advanced courses.

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