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A Phenomenological Study Of The Factors That Motivate Black Students Enrollment In Advanced Placement Courses
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Book Synopsis A Phenomenological Study of the Factors that Motivate Black Students' Enrollment in Advanced Placement Courses by : Konova Letrice Cornelius
Download or read book A Phenomenological Study of the Factors that Motivate Black Students' Enrollment in Advanced Placement Courses written by Konova Letrice Cornelius and published by . This book was released on 2021 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand the motivations for Black students to enroll in advanced placement courses in the United States. The theory guiding this study is Urie Bronfenbrenner’s ecological model of human development (1979). Much of the literature associated with Black students in advanced placement courses focuses on the underrepresentation of Black students in the program and the factors that deter their enrollment. Few studies explore the lived experiences of Black students in rigorous coursework and their motivation. The central question that framed the study is: “What influences Black students’ decisions to enroll in advanced placement courses?” The criteria to participate in the study were to be at least 18 years old, Black, and have taken at least one AP class. Twelve participants from 4 different regions of the United States were involved in the study. Data was collected through one-on-one interviews, journal entries, and 1 focus group interview. Data was analyzed using the Stevick-Colaizzi-Keen method. The results of the data revealed that Black students enroll in advanced placement courses due to educational influences, parental influence, the desire for rigor, college preparation, and peer influence. The results demonstrate that expectations, knowledge, and motivations within the microsystems and mesosystems have a positive impact on Black students’ enrollment in advanced placement courses. Recommendations for future studies include examining the motivation of Hispanic/Latino students to enroll in AP courses, and exploring the cultural competency professional development of teachers.
Book Synopsis A Phenomenological Study of the Experiences of Doctoral Women Student Veterans in Residential Doctoral Programs by : Konova Letrice Cornelius
Download or read book A Phenomenological Study of the Experiences of Doctoral Women Student Veterans in Residential Doctoral Programs written by Konova Letrice Cornelius and published by . This book was released on 2021 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand the motivations for Black students to enroll in advanced placement courses in the United States. The theory guiding this study is Urie Bronfenbrenner's ecological model of human development (1979). Much of the literature associated with Black students in advanced placement courses focuses on the underrepresentation of Black students in the program and the factors that deter their enrollment. Few studies explore the lived experiences of Black students in rigorous coursework and their motivation. The central question that framed the study is: "What influences Black students' decisions to enroll in advanced placement courses?" The criteria to participate in the study were to be at least 18 years old, Black, and have taken at least one AP class. Twelve participants from 4 different regions of the United States were involved in the study. Data was collected through one-on-one interviews, journal entries, and 1 focus group interview. Data was analyzed using the Stevick-Colaizzi-Keen method. The results of the data revealed that Black students enroll in advanced placement courses due to educational influences, parental influence, the desire for rigor, college preparation, and peer influence. The results demonstrate that expectations, knowledge, and motivations within the microsystems and mesosystems have a positive impact on Black students' enrollment in advanced placement courses. Recommendations for future studies include examining the motivation of Hispanic/Latino students to enroll in AP courses, and exploring the cultural competency professional development of teachers.
Book Synopsis The Effect of School Environmental Factors on the Enrollment of African American Students in Advanced Placement Classes by : Christopher M. Alston
Download or read book The Effect of School Environmental Factors on the Enrollment of African American Students in Advanced Placement Classes written by Christopher M. Alston and published by . This book was released on 2014 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined the effect of school environmental factors on the enrollment of African American students in Advanced Placement classes. Two research questions guided the study: (1) What are students' perceptions regarding the effect of environmental factors on the enrollment of African American Students in AP Classes? (2) What are students' perceptions regarding the effect of environmental factors on African American Students enrolled in AP Classes? A researcher-designed survey and focus group interviews were completed by African American AP students from two Pennsylvania high schools in southeastern and central Pennsylvania. Data analysis indicated that the majority of students viewed teacher, principal, and guidance counselor support as key factors in their success in AP classes. The four areas perceived by the most participants as having had significantly affected enrollment and subsequent success in AP courses included: (1) adults making students feel welcome, (2) positive relationships with adults in the building, (3) tutoring, and (4) holding African American AP students as an example to other African American students.
Book Synopsis High Achieving Hispanic and Black High School Students' Experiences in AP and Honors Courses by : Kristy Simpson-Alvarez
Download or read book High Achieving Hispanic and Black High School Students' Experiences in AP and Honors Courses written by Kristy Simpson-Alvarez and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand high-achieving Hispanic and Black high school students' experiences with honors and advanced placement (AP) courses in a Georgia private high school. The participants for this study were 11 high-achieving Hispanic and Black high school students as defined by a 3.0 or higher, grade point average (GPA) and enrollment in at least one advanced placement or honors course. Focus group interviews, individual participant interviews, and student journals were used as data collection methods. Data analysis followed van Kaam's method--horizontalization, reduction and elimination, clustering and thematizing the invariant constituents, final identification of the invariant constituents and themes by application: validation, and textural and structural descriptions. The research questions addressed the lived experiences of high-achieving Hispanic and Black students in honors and AP courses. Overall, the participants described their experiences in their honors and AP courses as mostly positive, yet competitive. Further, they felt that their relationships with their teachers were supportive and strong. The participants described their relationships with their peers in class as competitive and overall positive, but they felt that their peers exhibited negative racial undertones at times. Future research should be conducted in diverse public schools by a researcher not connected to the participants.
Book Synopsis A Phenomenological Inquiry of African American Students' Barriers and Strategies for Enrollment in Advanced Placement Programs by : Sharon B. Holland
Download or read book A Phenomenological Inquiry of African American Students' Barriers and Strategies for Enrollment in Advanced Placement Programs written by Sharon B. Holland and published by . This book was released on 2015 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis African American Advanced Placement Chemistry Students and Their Developing Study Habits by : Natalie D. Rasmussen
Download or read book African American Advanced Placement Chemistry Students and Their Developing Study Habits written by Natalie D. Rasmussen and published by . This book was released on 2006 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors Associated with Advanced Placement Enrollment, Advanced Placement Course Grade, and Passing of the Advanced Placement Examination Among Hispanic and African American Students in Southern California by : Sally W. Gregory
Download or read book Factors Associated with Advanced Placement Enrollment, Advanced Placement Course Grade, and Passing of the Advanced Placement Examination Among Hispanic and African American Students in Southern California written by Sally W. Gregory and published by . This book was released on 2009 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Leveling the Playing Field by : Alisa L. Lawson-McKinnie
Download or read book Leveling the Playing Field written by Alisa L. Lawson-McKinnie and published by . This book was released on 2016 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The under-representation of African-American high school students in advanced placement classes must be understood in terms of broader school contexts and practices. This qualitative study investigated how teachers and guidance counselors contribute to the academic success of African-American students of high potential at a large suburban high school in the city of Cleveland. The purpose was to improve the participation and performance of these students in AP courses. Data indicates that (a) school employees (teachers and guidance counselors) can positively affect achievement, (b) their definitions of success shape these students' opportunities for achievement, and (c) developing the capacities of high-potential students necessitates supported access to a challenging curriculum. The College Board's report: Equity 2000: A Systemic Education Form Model stressed that although minority students who complete higher level math courses actually enroll in college at the same rate as their non-minority peers, a concern is that the minority students, especially African-American students, often have had a less demanding and relevant curricula. African-American students are not enrolled in or do not participate in a rigorous curriculum to the degree that non-minority students are participating. I collected data using observations, interviews, and focus groups. I targeted a large suburban high school that offered nineteen advanced placement courses, and one that had a reputation of effectiveness in supporting the academic success of African-American students. I determined why advanced placement courses were not a part of the curriculum design for these students and how to increase their enrollment in the courses.
Book Synopsis Equity and Advanced Placement: Examining a School-Based Initiative to Remove Enrollment Barriers for African American Students by : Nydra S Jones
Download or read book Equity and Advanced Placement: Examining a School-Based Initiative to Remove Enrollment Barriers for African American Students written by Nydra S Jones and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACTNydra Sade' Jones. EQUITY AND ADVANCED PLACEMENT: EXAMINING A SCHOOL-BASED INITIATIVE TO REMOVE ENROLLMENT BARRIERS FOR AFRICAN AMERICAN STUDENTS (Under the direction of Dr. Marjorie Ringler). Department of Educational Leadership, July 2022. The ongoing underrepresentation of African American (AA) students in Advanced Placement (AP) courses is a well-documented phenomenon. In order to provide a meaningful contribution to this area of research, the focus of practice was studied within the unique context of a North Carolina high school containing a majority African American student population and a large (26) number of face-to-face AP course offerings. The purpose of this case study was to analyze the effects of support and recruitment strategies designed and implemented by a Community of Practice (CoP) within the school while examining the following: the effect of race on African American students' educational experiences and enrollment decisions and the effect school personnel have on African American students' enrollment decisions. Critical Race Theory (CRT) was the conceptual framework that guided this focus of practice as CRT has been proven as a powerful explanatory tool in acknowledging the sustained inequity experienced by minority groups and may be used to understand, resist, and overcome educational barriers for marginalized student populations (Parker et al., 1999). Findings of this study support that schools intentionally utilizing a race-conscience approach in their recruitment and recommendation practices and creating systems of student support can have a positive effect on African American AP enrollment. The practice and research implications for educational practitioners have the ability to foster positive social change and reduce ongoing, racial disparities within AP classrooms.
Book Synopsis The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses by : Jason Edmund McDonald
Download or read book The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses written by Jason Edmund McDonald and published by . This book was released on 2014 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: T-tests and an analysis of variance were used to determine if there were differences in attitudes among students currently enrolled in AP classes, students of various economic means, and students of various ethnicities. Results from this study found that students already in AP classes felt very invited to challenge themselves in AP classes by teachers, administrators, parents, and peers. Richer students, Whites, and Asians also felt more invited to join AP classes than did poorer, African American, and Hispanic students, though these results were not statistically significant. To increase enrollment in AP classes, the overwhelming response from students was that schools should advertise the pros and cons of taking an AP class. Future research should examine students' perspectives regarding inviting school cultures in regions outside of the southeastern United States. Researchers should also focus on students in urban high schools as previous research has only examined student attitudes in rural and suburban high schools. Finally, future research should examine inviting school cultures from other stakeholders' perspectives such as parents and teachers.
Book Synopsis Young, Gifted, Black, and Blocked by : Elizabeth Anne Evans
Download or read book Young, Gifted, Black, and Blocked written by Elizabeth Anne Evans and published by . This book was released on 2015 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This inquiry explores the underrepresentation of Black students in the Gifted and Advanced Placement (AP) Program from the perspective of the student. This study focused primarily on the barriers students perceived that hindered their participation. In addition, I explored the role teachers and guidance counselors play in Black students’ decisions to enroll or drop out of AP classes, and how the history and institution of gifted educations has aid and excluded Black students. Five Black high school students, four male, and one female, were interviewed. Theoretically, my study was grounded in two distinct inquiries; Critical Theory (Kincheloe & McLaren, 2008) and Critical Race Theory (Bell, 1980, 2004; Delgado, 1990, 2000; Delgado & Stefancic, 2001; Ladson-Billings, 1999, 2005; Ladson-Billings & Tate, 1995). Critical Race Narrative was the primary means I used to contextualize and analyze the participants’ narratives. Methodologically, the study draws on the work of Narrative Inquiry (Clandinin & Connelly, 2000) and Personal ~ Passionate ~ Participatory Inquiry (He & Phillion, 2008) both of which allows the researcher and participants to create new insights which can bring about social change. Four findings have emerged from the research. Students hol a variety of misconceptions about Advanced Placement classes. The fear of failing and the fear of stress played a significant factor in the decision to enroll in AP classes. Students expressed they received little to no encouragement from teachers and guidance counselors concerning AP classes. The issue of being a minority within a minority in AP classes was also a major deterrent in the decision of these participants in choosing to enroll in AP courses.
Download or read book Invisible written by Carl Stokes, Jr. and published by . This book was released on 2020-11 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This transcendental phenomenological study examined how Black fathers' perception of their own and their father's fatherhood impacts persistence in community college. This study interviewed six Black male community college students with children in New York State. The study posed three research questions: (1) How do Black male college students experience fatherhood (from a son's perspective) facilitating or impeding community college completion? (2) How do Black male college students experience their fatherhood (from a father's perspective) facilitating or impeding community college completion? and (3) In the experience of Black male college students, how do community colleges support Black students who are fathers? Findings show that fatherhood acts as a catalyst to community college completion for Black student-fathers, that children are a central motivation for persistence for Black student-fathers, and support systems in community colleges are lacking for Black student-fathers. The six emergent themes included parenting matters, impenetrable lifelong connections, resilience and progression, desire to be living proof, typical unnecessary obstacles, and true knowledge and acceptance. Recommendations for practice include recognizing Black student-fathers, implementing support programs specific to Black student-fathers, and actively recruiting Black male faculty and support staff. Recommendations for future research include broadening research nationally, including 4-year institutions, and examining student-fathers of different races.
Book Synopsis A phenomenological study factors African American female college students face participating in engineering STEM majors by : Venessa M. Mitchell
Download or read book A phenomenological study factors African American female college students face participating in engineering STEM majors written by Venessa M. Mitchell and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis CONTRIBUTING FACTORS IN THE ACADEMIC SUCCESS OF AFRICAN AMERICAN GIRLS by : Tashlai McKinstry
Download or read book CONTRIBUTING FACTORS IN THE ACADEMIC SUCCESS OF AFRICAN AMERICAN GIRLS written by Tashlai McKinstry and published by . This book was released on 2018 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study examines African American female student perceptions of the factors in a youth leadership program that contributed to their academic success, personal growth, and future aspirations. Literature continues to reflect that African American females lag behind their white peers academically and are less likely to be successful in secondary school. Current research speaks to programs that address the achievement of African American females, but often lacks the voices of the students most impacted. I conducted extensive interviews with twelve African American females, currently enrolled in college, who had previously completed the I'm A STAR Leadership Development Program. From the analysis of the in-depth qualitative interviews, five major themes emerged from which four subthemes were generated. The emergent themes include (a) Leadership transformation, (b) Leadership is service to humankind, (c) My voice can change the world, (d) Growing through empowerment, and (e) Significance of Shared Language and Symbols. The subthemes include (a) Vocabulary development, (b) Insight into college, (c) Speak life into students (they believe what you say about who they are and what they can become). The study findings offer educators knowledge of the participants lived experiences to gain a deeper understanding of the female students needs for academic success within leadership development programs and educational institutions. It is imperative that educators and policymakers be aware of the factors in youth leadership programs that aid in academic success. The work of the IASLDP demonstrated that the factors of this program play a pivotal role in the lives of African American female students. These factors are essential to the lives of the African American female students served and to stakeholders who champion their success.
Book Synopsis Experiences of Successful Minority Students in Advanced Placement Courses by : Helen Whisenhunt
Download or read book Experiences of Successful Minority Students in Advanced Placement Courses written by Helen Whisenhunt and published by . This book was released on 2015 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring the Lived Experiences of Underprepared African American Female Students to Understand Factors that Led to Post-Secondary Completion by : Cynthia M. Worth
Download or read book Exploring the Lived Experiences of Underprepared African American Female Students to Understand Factors that Led to Post-Secondary Completion written by Cynthia M. Worth and published by . This book was released on 2021 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study explored the lived experiences of provisionally admitted African American female students who were able to complete post-secondary education. This study also explored the factors that supported the academic completion of these African American females. The researcher believes through research of this topic, higher education administrators will gain more insight into the topic and be able to translate understanding to other provisionally admitted students at higher education institutions. The result of this study shows that high school students who do not make the best grades or are not from the best socio-economic environments should not have access to improving their lives through higher education. These individuals want better in life; however, they may not know exactly how to achieve these goals.The participants were admitted to the post-secondary institution through provisional admission, meaning that upon admission to the post-secondary institution, the students were considered not ready to perform academically in post-secondary courses. Even though the participants started the post-secondary institution provisionally admitted, they managed to matriculate and complete their post-secondary education. This study gives voice to these students. Through their stories, participants impact the lives of other individuals who may be experiencing the same challenges they are facing. The data used for this study was collected from 10 graduates of a historically Black college who were provisionally admitted to the college. The research questions guiding this study were: 1. What elements of the collegiate environment had an impact on provisionally admitted African American females' completion of their post-secondary education, who did not choose to participate in the Emerging Scholars program? 2. What elements of the Emerging Scholars program do provisionally admitted African American female students perceive as having had an impact on the completion of their post-secondary education? Even though all participants completed post-secondary education, the study compared the post-secondary completion of provisionally admitted students who participated in the Emerging Scholar programs and those who did not. The themes that emerged from the study were the participants' expectations of post-secondary education, the realities of post-secondary education, influential relationships, and extrinsic motivators. The recommendations showed that emphasis should be placed on holistic approaches to assist students as well as removing the stigma associated with needing and asking for assistance. Keywords: African American, provisionally admitted, underprepared, female, post-secondary completion, factors
Book Synopsis EQUITY AND ACCESS: EXAMINING OPPORTUNITIES OF ADVANCED PLACEMENT FOR AFRICAN AMERICAN STUDENTS. by : Elaine Campbell
Download or read book EQUITY AND ACCESS: EXAMINING OPPORTUNITIES OF ADVANCED PLACEMENT FOR AFRICAN AMERICAN STUDENTS. written by Elaine Campbell and published by . This book was released on 2014 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study used Invitational Education Theory to examine the attitudes and perceptions educators have concerning college-level coursework and the potential impact these attitudes and perceptions had on the enrollment of African American students in AP coursework. The data acquired was obtained from educators in two high schools located in the southeastern part of the United States using the Equal Opportunity Schools Staff Survey. Findings from this research are discussed in relation to the definition, function, and characteristics of an inviting school environment. Uncovered attitudes and perceptions were analyzed and then categorized according to the four defined functioning levels of Invitational Education Theory. This assessment helped to determine the learning environment created and maintained for students and provide information targeting the school environment possibly impacting African American students' participating in AP coursework. This study seeks to contribute to the existing research regarding the disparities in enrollment existing between African American students and their White peers in Advanced Placement℗ʼ coursework offerings in the high school setting.
