This study investigated high school urban Black male students and the achievement gap in mathematics. Science, technology, engineering, and mathematics (STEM) fields of study are growing at nearly twice the rate as non-STEM fields, and urban minority students are not benefiting from these increased STEM opportunities in a manner commensurate to other students. A key reason for this is an achievement gap in mathematics that makes completion of the advanced courses necessary for college entry less likely. This study considers the potential of Advanced Placement (AP) Statistics as a particularly promising pathway to foster STEM preparation for urban Black male students. For this study, the term Black was chosen as it is considered a more inclusive term than African American. This study found significant correlations between AP Statistics teachers and their self-efficacy and confidence in this STEM subject. For teachers with 5 or more years of experience, the correlation was moderately strong. There was also a strong correlation between Black males and their pursuit of STEM coursework in the future due to their AP Statistics experience. This study suggests possible positive impacts that AP Statistics can have on the future of urban Black male students and changing the game for their success in STEM programs.
|Advisor:||Carr, Paul B|
|Commitee:||Pittman, Jeff, Goldman, Katherine|
|Department:||School of Education|
|School Location:||United States -- Virginia|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Black studies, Statistics|
|Keywords:||Academic intensity, AP statistics, High school mathematics, Persistence, STEM, Urban Black males|
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