dc.contributor.author	Horton, Lucy Heath Bruce
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2019-2022 (inferred)	en_US
dc.date.accessioned	2023-03-07T20:52:42Z
dc.date.available	2023-03-07T20:52:42Z
dc.date.issued	2022-12
dc.identifier.other	C9B66E61-3B27-EA84-4C28-55DE96292B0B	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6531
dc.description.abstract	The persistent Black and White achievement gap contradicts one of the United States’ core values: equal opportunity for all. In response to the problem, schools seek to increase Black students’ achievement through programs like Advanced Placement (AP). Although schools have tried to provide an equitable educational experience, the disparity in outcomes and access remains. Black students’ voices must be in the conversation about educational equality to understand the function of race and reveal any blind spots. This study used a critical qualitative research approach to explore the experiences of Black students who participated in a Southeast Georgia AP program. A critical race theory (CRT) methodology kept race at the center of the study, challenged dominant ideologies, committed to social justice, focused on experiential knowledge, and used the field’s current literature. A series of three in-depth interviews served as the primary data collection method. Other methods included analytic memos and school-level AP documents. I used data reduction and connection strategies to analyze and inductively generate themes that provided a framework for my participants’ narratives as they made sense of race in their experiences in the AP program. Through the students’ richly detailed narratives, I uncovered strategies that may improve Black students' participation in AP. Schools seeking to eliminate AP enrollment disparity may use this study to advance racial equality. Findings indicated Black students in AP courses realized the role of race in their education and its impact on navigating school. The results of this study resulted in four recommendations. First, there is a need to revamp the United States History curriculum to provide more positive Black history. Second, there is a need for more Black teachers and formal mentorship programs in southern districts. Third, there is a need for culturally diverse definitions of giftedness and more inclusive practices for recommending students for AP. Last, there is a need for diversity training for teachers with a focus on culturally relevant pedagogy. Keywords: Advanced Placement, AP, Black, Counter-narrative, Underrepresented	en_US
dc.format.extent	1 electronic document and derivatives, 236 pages. 3659709 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Critical race theory	en_US
dc.subject	Advanced placement programs (Education)	en_US
dc.subject	African American college students	en_US
dc.title	Traditionally Underserved and Underrepresented: Counter-Narratives of Black Students in a Southeast Georgia Advanced Placement Program	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Arrastia-Chisholm, Meagan C.
dc.description.committee	Desmet, Ophelie
dc.description.committee	Gunn, Nicole
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US