A Study of Factors Contributing to the Lack of Success and Participation of African American in Males in Advance Placement Classes
Abstract
The purpose of this research brief is to offer a brief review of those factors that contribute to the academic achievement gap between African American males. A sample of 25 8th grade, African American, male students from Dent Middle School will be identifyied as participates for the research. Although there has been research written about the achievement gap between African American and their counterparts, the literature is limited regarding strategies tailored specifically to address the achievement gap between African American males. Participant’s data will be collected in relation to sex, race, age group, and attending school. Subjects will responded to an unobtrusive open-ended survey instrument. A survey consisting of 10 qualitative questions and will be used to developed for analysis.
Introduction
Studies have found that the level of the success of African American male students in advanced educational program is lower rates than nonblack peers (Few, 2004).Success in early exposure to advance classes has shown that it ultimately impacts students’ pre college experiences, such as career choice, level of success, and the nature of participation extracurricular activities (Williams, 2011). Very few black males take advanced classes, which are more in line with college entrance requirements (Few, 2004). Instead, they stick to classes that meet basic high school graduation requirements (Few, 2004). Poverty is another barrier that blocks African American male from participation in the AP program. Most schools require a fee for taking an exam in each subject area (Williams, 2011). AP courses are not as accessible for minorities as for White students because many low-income schools (often primarily populated by minority students) do not offer any AP classes (Watts Silvernail, 2010). With most African American families living well below the nation poverty rate paying addition school fees is unrealistic (Cross, 2006). Further, the
The purpose of this research brief is to offer a brief review of those factors that contribute to the academic achievement gap between African American males. A sample of 25 8th grade, African American, male students from Dent Middle School will be identifyied as participates for the research. Although there has been research written about the achievement gap between African American and their counterparts, the literature is limited regarding strategies tailored specifically to address the achievement gap between African American males. Participant’s data will be collected in relation to sex, race, age group, and attending school. Subjects will responded to an unobtrusive open-ended survey instrument. A survey consisting of 10 qualitative questions and will be used to developed for analysis.
Introduction
Studies have found that the level of the success of African American male students in advanced educational program is lower rates than nonblack peers (Few, 2004).Success in early exposure to advance classes has shown that it ultimately impacts students’ pre college experiences, such as career choice, level of success, and the nature of participation extracurricular activities (Williams, 2011). Very few black males take advanced classes, which are more in line with college entrance requirements (Few, 2004). Instead, they stick to classes that meet basic high school graduation requirements (Few, 2004). Poverty is another barrier that blocks African American male from participation in the AP program. Most schools require a fee for taking an exam in each subject area (Williams, 2011). AP courses are not as accessible for minorities as for White students because many low-income schools (often primarily populated by minority students) do not offer any AP classes (Watts Silvernail, 2010). With most African American families living well below the nation poverty rate paying addition school fees is unrealistic (Cross, 2006). Further, the
References: Cross, T. (2006). There is both good news and bad news in Black participation in advanced placement programs. The Journal of Blacks in Higher Education, 50, 97-101. Retrieved from http://www.jbhe.com/features/59_apscoringgap.html Education Trust. (2003). African American achievement in America. Retrieved April 5, 2012 from http://www2.edtrust.org/NR/rdonlyres/ 9AB4AC88-7301-43FF-81A3 EB94807B917F/0/AfAmer_Achivement.pdf Few, J. (2004). The odds are against them: The black male education debacle. The Black Commentator, 89, Retrieved from http://www.blackcommentator.com/89/89_reprint_education.html Legler, R. (2004). Perspectives on the gaps: Fostering the academic success of minority and low-income students. Naperville, IL: Learning Point Associates. http://books.google.com/books/about/Perspectives_on_the_gaps.html?id=lM_zGwAACAAJ Robert , P. (1999). Qualitative methods: what are they and why use them?. Health Services Research, 34, 1101–1118. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1089055/ Watts Silvernail, L. (2010). An examination of the barriers and supports to african-american enrollment in honors and advanced placement courses. (Doctoral dissertation, University of South Carolina)Retrieved from http://www.grin.com/en/doc/237000/an-examination-of-the-barriers-and-supports-to-african-american-enrollment Williams, R. (2011). More blacks are competing in advanced placement programs, but the racial scoring gap is widening. The Journal of Blacks in Higher Education, 13, 23-36. Retrieved from http://www.jbhe.com/features/59_apscoringgap.html