Advanced Placement (AP) classes are believed to be some of the most challenging courses offered in high school. Many colleges and universities view AP enrollment as strong preparation for college. Black males have historically been under-enrolled in AP classes, have scored lower on AP exams than their peers, and have under-enrolled in institutions of higher learning.
This mixed-methods study investigates Black males’ perceptions of their AP experiences and how those experiences relate to their transition to college. The descriptions of their experiences provide multiple perspectives of how the AP classroom affected their social-cognitive growth and prepared them for college.
Forty-eight Black males from one high school in central Maryland who attended 17 different colleges and universities in seven states and Washington, D.C., completed a survey with both quantitative and qualitative questions. Ten of the participants volunteered for a follow-up focus group interview.
Study participants perceived their AP experiences as beneficial in developing study skills, resilience, and self-confidence that assisted them both in high school and in college. They identified multiple factors that played a role in their success, including a school resource called AP Boot Camp. Study participants also perceived their AP experience(s) as preparing them for the transition to college academics due to refined study habits and a strong self-efficacy. Participants highly recommend AP classes to younger Black males who want to attend college. The recommendations from this study can assist high school teachers, counselors, and advocates of Black males.
|Commitee:||Fenster, Mark, Savick, Stephanie|
|School:||Notre Dame of Maryland University|
|Department:||Department of Education|
|School Location:||United States -- Maryland|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Black studies, Higher education, Gender studies|
|Keywords:||Advanced placement, Black males, Higher education|
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