Secondary Student Perceptions of Supports and Barriers for Advanced Coursework: A Systematic Review of the Literature

• In Event: Division G Section 2 Poster Session: Differences and Intersectionalities

Abstract

This systematic literature review explored primary studies focused on secondary student perceptions of supports and barriers related to advanced course taking. Following PRISMA guidelines, researchers found 32 qualifying empirical studies. The vast majority were qualitative (83.9%), with few quantitative (6.4%) and mixed-method studies (9.7%). There were four themes related to supports: connection with peers in class, support from parents and community members, support from teachers, and support from counselors and administrators. Additionally, there were four themes related to barriers: lack of belonging, perceptions of inequitable resources and irrelevant curriculum, teacher bias and gatekeeping, and lack of instructional and institutional support. Key theoretical and practical implications of the findings are discussed.

Authors

• Robert Craig, Virginia Commonwealth University

• David Bryant Naff, Virginia Commonwealth University

• Alison C. Koenka, Virginia Commonwealth University

• Kaprea F Johnson, Virginia Commonwealth University