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A Narrative Inquiry of Male Teachers Working with Female Students in Gender Non-Traditional Career, Technical, and Agricultural Education (CTAE) Programs
Get PDFThis study utilized narrative inquiry to examine the experiences of four male teachers to understand conditions supporting or inhibiting girls' participation in gender non-traditional career preparation programs at the secondary level. I expanded on previous literature by highlighting factors influencing recruitment and retention in non-traditional programs by utilizing teachers' stories to describe how they helped their female students find success. The intersection of two primary theoretical frameworks, constructivism, and career development theory, provided a foundation for understanding how personal and school-related experiences influenced male teachers and female students as they interacted in the classroom. Data collection methods included interviews following Seidman's (2013) three interview series, a classroom observation utilizing a climate audit checklist, and the review of several related documents. Data analysis revealed four significant themes, including (1) reinforcing equality with the subtheme of safe spaces, (2) structures supporting equity, (3) femininity accentuating soft skills, and (4) mentoring relationships while cultivating role models. Participants promoted equality and equity in the classroom by ensuring resources were accessible, and the environment was favorable for female students. Additionally, participants confirmed that female students could produce the same results as their male peers regardless of their prior knowledge by differentiating instruction and recognizing the benefits of feminine soft skills, which help female students stand out from their male peers. Participants also worked to develop positive relationships to grow female role models who can encourage the next generation of non-traditional female students, supporting an increase in enrollment and retention in secondary school programs.
Keywords: Career Technical Education, Gender Stereotypes, Non-traditional Careers, Occupational SegregationChapter I: Introduction 1 -- Statement of the Problem 3 -- Purpose 5 -- Research Questions 5 -- Significance of the Study 6 -- Conceptual Framework 8 -- Experiential Knowledge 8 -- Theory and Research 9 -- Methodology 10 -- Limitations 10 -- Chapter Summary 11 -- Definition of Terms 12 -- Chapter II: Literature Review 17 -- Occupational Segregation 18 -- Stereotypes and Gender Segregation 20 -- Bias Influences on Gender Stereotypes 22 -- Media Influences on Gender Stereotypes 23 -- Value and Goal Influences on Occupational Stereotypes 25 -- Occupational Stereotypes and Hiring Practices 27 -- Occupational Segregation and Career Education 28 -- Purpose of Career Technical Education 29 -- Career, Technical, and Agricultural Education in Georgia 31 -- Legislation Impacting CTE Preparation Programs 33 -- The Smith Hughes Act of 1917 33 -- The Vocational Education Act of 1963 33 -- Legislation Impacting Women in CTE Preparation Programs 34 -- Amendments to the Vocational Education Act of 1963 34 -- The Carl D Perkins Vocational Education Acts 35 -- Barriers and Strategies for Female Students in Non-Traditional CTE Programs 37 -- Access and Equity 37 -- Academic Proficiency and Support 40 -- Curriculum, Instruction, Culture, and Climate 42 -- Counseling and Career Guidance 46 -- Feedback Model for Program Improvement 49 -- Theoretical Frameworks 50 -- Constructivism 51 -- Career Development Theory 52 -- Liberal Feminism 53 -- Chapter Summary 55 -- Chapter III: Methodology 58 -- Research Questions 59 -- Research Design and Rationale 59 -- Narrative Inquiry 61 -- Participants Selection and Setting 62 -- Participant Selection 63 -- Setting 64 -- Instrumentation and Data Collection 66 -- Interviews 67 -- Observations 68 -- Documents 69 -- Data Analysis 69 -- Issues of Trustworthiness 71 -- Ethical Considerations 74 -- Chapter Summary 76 -- Chapter IV: Participant Narratives 78 -- Research Questions 78 -- Methodology 79 -- Profile of Participants 80 -- Lloyd 80 -- Hunter 85 -- Connor 90 -- Steven 94 -- Chapter Summary 97 -- Chapter V: Discussion of Themes 98 -- Description of Themes 104 -- Reinforcing Equality 105 -- Safe Spaces 108 -- Structures Supporting Equity 114 -- Femininity Accentuating Soft Skills 124 -- Mentoring Relationships and Cultivating Role Models 131 -- Chapter Summary 140 -- Chapter VI: Discussion and Conclusions 142 -- Research Questions: Summary Discussion 145 -- Research Question 1 145 -- Research Question 2 151 -- Research Question 3 158 -- Implications and Recommendations 163 -- Teachers of Female Non-Traditional Career Programs 164 -- CTAE Directors and CTAE State Program Administrators 165 -- Federal Agencies Responsible for CTE Policies 168 -- Students in Non-Traditional CTAE Programs 168 -- Limitations and Delimitations of the Study 169 -- Recommendations for Future Research 172 -- Final Conclusions 173 -- References 181 -- Appendix A: Interview Guide and Questions 204 -- Appendix B: Institutional Review Board Approval 209 -- Appendix C: Participant Consent Agreement 211 -- Appendix D: Climate Audit Checklist 213Tsemunhu, Rudo E.Archibald, James G.Chaumba, JosphineLeech, Donald W.Ed.D.Educational Leadershi
Teacher Evaluation and Other Implications of Student Growth and Achievement in Public Schools in Georgia
Get PDFThere is a longstanding debate over how to evaluate teachers. Various models of teacher evaluation tools including observations, teaching artifacts, or frequent walkthroughs, provide evidence of daily classroom performance. Although there are questions on the most efficient means by which to complete evaluations, most agree evaluative tools must focus on teacher growth. The Georgia TKES evaluative tool, enacted in 2014, was created to address the multifaceted subject of teacher evaluation.
The study employed a non-experimental, quantitative design to determine the extent by which TKES scores, academic setting (self-contained or departmentalized), and levels of the percentages of ED students predict student growth and student achievement. Additionally, the reliability and interpretability of the TKES components were examined. Data representing 4,000 fourth and fifth grade ELA and math teachers were provided by the Georgia Department of Education.
Results from the study indicated standards predictive of student growth and achievement by subject and grade. In fourth grade ELA, the following standards were predictive of student growth: 4 (proficient and exemplary) and 8 (exemplary). Standards 9 (proficient level) and 3 (proficient and exemplary levels) had a negative impact. In fourth grade math, the following standards were predictive of student growth: 1 (exemplary) and 3 (exemplary). There were no standards associated with student growth in fifth grade ELA or math. For student achievement, the following standards were predictive of achievement in fourth grade ELA: 3 (exemplary), 7 (exemplary), 8 (exemplary), and 10 (exemplary). Standard 8 (needs development) was associated with a negative impact on student achievement. In fourth grade Math, the following standards at exemplary levels were associated with predicting student achievement: 1, 2, 7, and 8. In fifth grade ELA and math, the following standards at exemplary levels were associated with predicting student achievement: 1, 4, 7, 8, and 9. The study revealed there was a significant difference between levels of economically disadvantaged students and student achievement across fourth and fifth grade ELA and math. Setting was also significant in fourth grade math. In the final research question, TKES Standards were reduced to two components for fourth grade ELA and three components for the remaining sub-questions.
Keywords: student growth percentile, Georgia Milestones, TKES, Georgia teacher evaluation, student achievement, self-contained vs departmentalizedTABLE OF CONTENTS -- Chapter I: INTRODUCTION 1 -- Overview 1 -- Conceptual Framework 3 -- Statement of the Problem 7 -- Purpose of the Study 8 -- Research Questions 9 -- Methodology 12 -- Definition of Key Terms 13 -- Chapter II: LITERATURE REVIEW 15 -- Need for Teacher Evaluation 15 -- History of Evaluations 16 -- Existing Evaluative Models 20 -- Purpose of Evaluations 25 -- Effective Teaching Practices 26 -- Cautions for Educators Seeking Effective Evaluative Systems 30 -- Factors Affecting the Learning Environment 34 -- Teacher Keys Effectiveness System 41 -- Chapter III: METHODOLOGY 53 -- Research Questions 53 -- Research Design 57 -- Participants 58 -- Instrumentation 59 -- TKES 59 -- Validity 60 -- Reliability 61 -- GMAS 61 -- Validity 62 -- Reliability 63 -- Data Collection 64 -- Data Analysis 64 -- Descriptive Statistics 65 -- Inferential Statistics 65 -- Statistics Considerations and Assumptions 67 -- Chapter IV: RESULTS 70 -- Population and Sample 74 -- Descriptive Statistics 74 -- Results by Question 88 -- Research Question 1 88 -- Fourth Grade ELA 89 -- Fourth Grade Math 94 -- Fifth Grade ELA 100 -- Fifth Grade Math 106 -- Research Question 2 111 -- Fourth Grade ELA 111 -- Fourth Grade Math 118 -- Fifth Grade ELA 125 -- Fifth Grade Math 133 -- Research Question 3 141 -- Fourth Grade ELA 141 -- Fourth Grade Math 163 -- Fifth Grade ELA 151 -- Fifth Grade Math 156 -- Research Question 4 160 -- Fourth Grade ELA 160 -- Fourth Grade Math 167 -- Fifth Grade ELA 173 -- Fifth Grade Math 179 -- Chapter V: INTERPRETATIONS, CONCLUSIONS, AND RECOMMENDATIONS 189 -- Introduction 188 -- Literature Review 190 -- Methodology 196 -- Findings 198 -- Limitations and Assumptions 200 -- Suggestions for Future Research 201 -- Conclusion 202 -- REFERENCES 208.Pate, James L.Brockmeier, Lantry L.Radcliffe, Barbara J.Ed.D.Education in Organizational Leadershi
Do Rural Georgians Experience Disparities in Access to Healthcare? An Assessment of the Impact of the Patient Protection and Affordable Care Act for Individuals in Rural Georgia
Get PDFThis study examines the relationships between (a) having insurance, (b) foregoing care due to cost, and (c) having a usual source of care, and location and/or passage of the Patient Protection and Affordable Care Act (ACA) for residents in Georgia. Data for these variables were taken from the years 2005–2009 (years preceding the ACA reform) and 2011–2017 (years after the ACA reform). Relationships between the variables were assessed for statistical significance using Pearson’s chi squared (χ2) test and a multivariable regression analysis. The study used publicly available secondary data from the Centers for Disease Control and Prevention’s Behavioral Risk Factor Surveillance System. The quantitative data sets analyzed for this study provided insights into healthcare accessibility and affordability for Georgia’s rural and urban populations. Stata statistical software was used to analyze the data and test statistical significance. Pre-ACA percentages for having insurance for rural Georgians ranged from a mean value and standard deviation of 79.6% ± 1.67%, dropped to 69.3% in 2011, and returned to pre-ACA values after 2014. Foregoing care pre-ACA values of 19.0% ± 1.45% increased to 26.9% in 2011 and dropped to pre-ACA values after 2014. In contrast, usual source of care results showed pre-ACA values of 82.1% ± 0.97% with post-ACA values of 72.1% ± 1.25%. The 10% decrease is a permanent change. This study showed that disparities affected all demographic characteristics, such as age, race, marital status, education, and gender, which may be determinants for health-related behaviors for both rural and urban communities.
Keywords: Affordable Care Act, Healthcare, Insurance, Health-related behavior, Rural, MedicaidAbstract i -- Table of Contents ii -- List of Tables vi -- List of Figures vii -- Chapter 1: Introduction 1 -- Overview 1 -- Data and Methods 1 -- Statement of the Problem 2 -- Research Questions 3 -- Theoretical Framework of the Study 5 -- A Behavioral-Ecological Framework for Healthcare Access and Navigation Model 6 -- Health Belief Model 6 -- Data and Methods Analysis 8 -- Significance of the Study 8 -- Organization of the Study 10 -- Chapter 2—Review of the Literature 10 -- Chapter 3—Data & Methods Analysis 11 -- Chapter 4—Results 11 -- Chapter 5—Discussion 11 -- Summary 12 -- Chapter 2: Review of the Literature 13 -- Overview 13 -- Georgia and Medicaid 14 -- Theories of Environmental Factors and Individual Perceptions for Accessing Healthcare 14 -- Health Behaviors: Realized Access to Care 16 -- Health Behaviors: Personal Health Practices 19 -- Health Behaviors: Healthcare Navigation 20 -- Control Variables in the Environmental/Individual Context 24 -- Rural and Urban Characteristics for the State of Georgia 25 -- Social and Environmental Healthcare Factors 25 -- Distance and Transportation 26 -- Physicians and Hospitals 27 -- Experiences with Personal Healthcare 28 -- Content Searched 31 -- Summary 32 -- Chapter 3: Methodology 34 -- Overview 34 -- Research Questions 34 -- First Question—Insurance 36 -- Second Question—Foregoing Care Due to Cost 37 -- Third Question—Usual Source of Care 37 -- Data Source 38 -- Interview Protocol for Behavioral Risk Factor Surveillance System Questions 38 -- Protocol Question #1 38 -- Protocol Question #2 39 -- Protocol Question #3 39 -- Data Collection 40 -- Research Design 41 -- Survey Sample 41 -- Rural and Urban Characteristics 41 -- Demographics 42 -- Stata and Behavioral Risk Factor Surveillance System Techniques 43 -- Limitations of the Behavioral Risk Factor Surveillance System. 44 -- Poststratification and Raking 44 -- Technical Support 45 -- Summary 45 -- Chapter 4: Results 46 -- Overview 46 -- Methods of Analysis 46 -- Demographic Characteristics 47 -- Results for Research Questions 49 -- Research Question #1 49 -- Research Question #2 56 -- Research Question #3 62 -- Discussion of Results 69 -- Chapter 5: Discussion 73 -- Overview 73 -- Data and Methods 73 -- Analysis and Implications of the Results 73 -- Health Insurance 73 -- Foregoing Care Due to Cost 76 -- A Usual Source of Care 77 -- Literature Support and Implications 80 -- The Affordable Care Act 83 -- Behavioral Theory 84 -- Limitations and Delimitations of the Study 86 -- Recommendations for Further Study 87 -- The Coronavirus – Covid-19 88 -- Summary 89 -- References 91 -- Appendix A: Question #1 Interview Protocol for BRFSS Survey Participants—Health -- Insurance 101 -- Appendix B: Question #2 Interview Protocol for BRFSS Survey Participants—Foregoing Care Due to Cost 103 -- Appendix C: Question #3 Interview Protocol for BRFSS Survey Participants—Usual Source of Care 105 -- Appendix D: IRB Protocol Exemption Report 107Peterson, James W.Moore, MirandaPeterson, BonnieD.P.A.Public Administratio
A Qualitative Study on Improving Instructional Practices and Self-efficacy through Experiences in Professional Learning Communities as Perceived by Identified School Teachers in Middle and South Georgia
Get PDFThe purpose of the study was to examine the experiences of teachers in PLCs and their perceptions of PLCs’ effectiveness in improving instructional practices and promoting teachers’ self-efficacy. The research study employed a basic interpretive qualitative design constructing narrative profiles from interviews. The research was conducted over an 18 month period and concentrated on the perspectives of lived experiences within PLC settings of six teachers in Middle and South Georgia. The conceptual framework for the study was Bandura’s (1997) theory of self-efficacy. The impetus for this study was the researcher’s interest in intrinsic and extrinsic factors motivating teachers to embrace professional learning. As Bandura (2008) surmised, individuals gain confidence in their ability through participation in events facilitating success. A guiding desire of the researcher was to learn if a sense of accomplishment encourages teachers’ inclination to collaborate.
An emphasis of the study was maturity level of PLC implementation. This was identified with the assistance of Middle Georgia RESA. Schools were in Middle and South Georgia and varied in student population and demographics. The sample population was determined in a purposeful manner. Six teachers from four school districts participated. Three were two elementary teachers, one middle school teacher, and two high school teachers. Due to COVID-19 restrictions, all were interviewed virtually. Narrative profiles were used to investigate teachers’ perceptions which were then related to the research questions. Interpretations of teachers’ perceptions yielded explanatory data describing the emerging themes: Structured Norms, Motivating Factors, School Culture, and Impact on Teaching and Learning.
Keywords: Professional Learning Community, Self-efficacy, Instructional Practices, Teacher efficacy, structured norms, Lived experiencesTruby, William F.Lairsey, John D.Reichert, LaineEd.D.Education in Leadershi
Retention Beliefs and Knowledge of Primary, Elementary, and Middle School Teachers
Get PDFThe purpose of this study was to present, compare, and contrast data collected from rural Georgia educators concerning their beliefs and knowledge of the benefits of student retention. The researcher identified the most common areas of agreement and disagreement among educators concerning grade-level retention. Additionally, the researcher determined if primary teachers, elementary school teachers, and middle school teachers have similar beliefs about student retention. The researcher also attempted to determine if primary teachers, elementary teachers, and middle school teachers have similar or different knowledge of the benefits or problems caused of retention. This quantitative research study was conducted using survey research. The Teacher Retention Belief and Knowledge Questionnaire (TRBKQ) used in this project was used to gather the beliefs and knowledge of rural Georgia educators on retention. The beliefs of primary teachers, elementary teachers, and middle school teachers were compared and contrasted to determine how these educators were similar and different in their views of retention. According to the research gathered during this study, educators tend to support retention as an effective measure for underperforming students. Educators believe retention helps students close the educational gaps, as well aids students to catch up. Additionally, the educators do not always know the research associated with retention. Educators tend to have similar responses when considering factors for retention. However, when it came to beliefs and knowledge, the teacher groups did not always have the same thoughts and practices. Teachers most strongly believed that retention is an effective mean of preventing students from failure in the next grade level. They tended to believe that retention was an effective means of preventing students from facing daily failure in the next higher-grade level. They also tended to believe that retention in grade 6-8 could hurt a child’s self-esteem, but also believed that students should be retained if they fail 2 of the 3 major subject areas. Teachers most strongly disagreed with the statement: Children should never be retained. They also disagreed with the statement that retention in K-5 permanently labels a child. As for the factors that influence retention decisions, the teachers ranked academic performance, ability, and social-emotional maturity as the three most important retention factors. All educators ranked home environment and transient student status as the least important factors in deciding to retain a student.
Keywords: Retention; Grade level retention; retention knowledge; retention beliefs; TRBKQ; teacher knowledge and beliefs of retention;Chapter I: INTRODUCTION 1 -- Overview of the Problem 1 -- Problem Statement 2 -- Purpose of the Study 3 -- Significance of the Study 3 -- Theoretical Framework 4 -- Research Questions 8 -- Population and Sample 9 -- Research Design and Methodology 9 -- Definition of Terms 10 -- Limitations of the Study 12 -- Organization of the Study 12 -- Chapter II: LITERATURE REVIEW 14 -- Introduction 14 -- History of Education in America 16 -- Retention in Education 17 -- Retention in the United States 19 -- Educator Knowledge of Retention 20 -- Maturity and Retention 22 -- Academic Difficulty and Retention 25 -- Social Promotion 27 -- Socioeconomic Status, Ethnicity, and Gender as 29 -- Factors in Retention -- Primary School and Retention 31 -- Elementary School and Retention 33 -- Middle School and Retention 34 -- State Assessments and Retention 38 -- Georgia Assessments and Retention 40 -- Lasting Effects of Retention 42 -- Teacher Knowledge and Beliefs About Retention 44 -- Educator Retention Perception Data 45 -- Teacher Perception Studies 46 -- Summary 51 -- Chapter III: METHODOLOGY 54 -- Problem Statement 54 -- Purpose of the Study 55 -- Research Questions 55 -- Research Design 56 -- Methodology 57 -- Population and Sample 57 -- Instrumentation 59 -- Reliability and Validity 61 -- Data Collection 63 -- Data Analysis 65 -- Summary 69 -- Chapter 4: RESULTS 70 -- Data Management 70 -- Research Questions 71 -- Results for Research Question 1 73 -- Demographics for RQ1 74 -- Descriptive Statistics 74 -- Exploratory Factor Analysis 78 -- Analysis of Covariance 85 -- Belief Factors Descriptive Statistics Discussion 90 -- Results for Research Question 2 99 -- Demographics for Research Question 2 99 -- Friedman’s Test and Kendall’s W Test 101 -- Results for Research Question 3 107 -- Demographics for Research Question 3 108 -- Descriptive Results for Research Question 3 108 -- Exploratory Factor Analysis 115 -- Analysis of Covariance 119 -- Descriptive Statistics of Knowledge Factors 123 -- Educators’ Thoughts on Grade-Level Retention of Students 133 -- Chapter V: DISCUSSION AND IMPLICATIONS FOR FUTURE RESEARCH 134 -- Overview of the Study 134 -- Literature Review Summary 135 -- Population 136 -- Research Design and Methodology 137 -- Research Questions 138 -- Summary of the Findings 139 -- Research Question 1 139 -- Research Question 2 140 -- Research Question 3 142 -- Limitations of the Study 143 -- Discussion 144 -- Summary of Findings 144 -- Comparison of Findings to Literature 145 -- Results 147 -- Implications 148 -- Conclusion 149 -- Recommendations for Future Research 150 -- Alternatives to Retention 152 -- Summary 155 -- REFERENCES 156 -- APPENDICES 169Pate, James L.Mammadov, SakhavatLairsey, John D.Ed.D.Education in Curriculum and Instructio
A Critical Narrative Study of Latinx Parents’ Experiences Navigating Georgia’s Tax Credit Scholarship Program
Get PDFHorne, Jacob T., "A Critical Narrative Study of Latinx Parents’ Experiences Navigating Georgia’s Tax Credit Scholarship Program," Ph.D. diss., Valdosta State University, 2022.Providing school choice as a means of competition in education is a neoliberal goal that has gained momentum over the latter half of the twentieth century. In 2008, the State of Georgia enacted legislation for a new tax credit called the Qualified Education Tax Credit (QETC), which provides scholarship funds for students to move from their districted public school to a private school of their choice. Research has been conducted on how members of the dominant group and some members of non-dominant groups have navigated school choice. One group of people whose experiences have not been heard yet is the Latinx community. Using purposeful sampling, this critical narrative study explores the experiences of Latinx parents in Georgia as they navigate moving their child(ren) from their districted public school to the private school of their choice. To better understand the system which these families are navigating, market theory, rational choice theory (RCT), and Latinx critical race theory (LatCrit) were employed. Guided by Seidman’s (2013) methods for personal interviews, the experiences of this marginalized community will finally be given a platform. Using Saldaña’s (2016) coding methods to identify themes, the findings of this study indicate that Latinx parents are seeking a better academic environment and, in this case, a religious education. The findings also demonstrate that Latinx families continue to face barriers to their existence, in this case as they navigate the school choice marketplace created in Georgia. Nevertheless, once in their chosen private school, these Latinx parents are satisfied with their (or in some cases, their child’s) decision and feel as though they have been welcomed into this new community.
Keywords: Latinx, School Choice, Georgia, SSO, Tax Credit Scholarship, Private SchoolChapter I INTRODUCTION 1 -- Statement of Problem 7 -- Significance of Study 9 -- Research Questions 10 -- Research Goals 13 -- Conceptual Framework 15 -- Theoretical Frameworks 17 -- Limitations, Delimitations, and Assumptions 28 -- Definition of Terms 29 -- Chapter II REVIEW OF THE LITERATURE 32 -- Introduction 32 -- Previous Research 33 -- Literature Conclusion 38 -- History of Private School Choice in the United States 42 -- Georgia’s School Choice Movement 62 -- Chapter III METHODOLOGY 73 -- Research Questions 74 -- Research Design 74 -- Population 77 -- Setting 79 -- Sampling 82 -- Data Collection 83 -- Data Analysis 88 -- Reliability and Validity 91 -- Ethical Issues 92 -- Pilot Study 94 -- Chapter IV FINDINGS 97 -- Introduction 97 -- Participant Narratives 98 -- Participant 1: María 98 -- Participants 2 and 3: Fernando and Daniela 104 -- Participants 4 and 5: Sebastián and Antonela 108 -- Participant 6: Gabriela 116 -- Participant 7: Isabela 121 -- Data Analysis 126 -- Data Coding 128 -- Themes Emerging from the Data 129 -- Theme 1: Dissatisfaction with Public Education 130 -- Theme 2: Challenge(s) With the GOAL Scholarship 135 -- Theme 3: Latinx Choices in Georgia’s School Marketplace 138 -- Theme 4: No Regrets 143 -- Theme 5: Continued Aspects of Community Cultural Wealth 144 -- Conclusions 149 -- Chapter V DISCUSSION AND RECOMMENDATIONS 151 -- Introduction 151 -- Summary of Findings 151 -- Discussion 157 -- Implications for Policy Makers 158 -- Limitations of the Study 160 -- Recommendations for Future Research 161 -- Conclusion 164 -- REFERENCES 168.Suriel, Regina L.Martinez, JamesLennon, SeanEd.D.Educational Leadershi
Traditionally Underserved and Underrepresented: Counter-Narratives of Black Students in a Southeast Georgia Advanced Placement Program
No full textThe 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, UnderrepresentedArrastia-Chisholm, Meagan C.Desmet, OphelieGunn, NicoleEd.D.Education in Curriculum and Instructio