Understanding BIPOC Student Experiences in Advanced Placement Coursework

• In Event: Centering Cultural Wealth and Student Voice in College Readiness

Abstract

Objective: Despite interest in rigorous coursework among students of color, significant disparities persist in AP enrollment and completion rates. Research indicates that while 50% of Black and Latino students report STEM courses as their favorite, only 3% are enrolled in AP STEM courses (Patrick et al., 2022). Barriers include enrollment policies, implicit bias from educators, and socioeconomic factors (Anderson, 2022; Klopfenstein, 2004). The College Board's efforts to address racial and ethnic disparities in AP performance highlight the need for preparation resources that are often unavailable to many students of color (Ewing & Wyatt, 2023).
Framework: While some research exists on AP participation gaps, student voice remains largely absent from the literature. This study addresses this critical gap by centering student perspectives on their AP experiences. The study employs a phenomenological framework grounded in critical race theory (CRT) and educational equity perspectives. This approach recognizes that BIPOC students navigate educational systems shaped by historical and contemporary inequities, requiring examination of both individual experiences and structural barriers. The phenomenological lens allows for deep exploration of how students make meaning of their AP experiences, (van Manen, 2016) while critical race theory provides context for understanding how race and ethnicity intersect with educational opportunities and outcomes (Ladson-Billings & Tate, 1995).
Methods: We conducted semi-structured in-depth interviews with recently graduated BIPOC students who enrolled in AP courses during high school. Questions centered on the lived experience of learning about, enrolling in, and completing AP courses, focusing on challenges and supports throughout. Using an inductive thematic analysis framework, the researchers defined and named themes common across all participants (Braun & Clarke, 2006). Round 1 recruitment did not yield students who dropped AP courses, thus recruitment efforts will be refined to better target students who dropped AP coursework.
Data Source: Initial interviews with seven former BIPOC students who completed AP coursework have yielded valuable insights and a preliminary coding structure.
Results: Key themes emerging from these experiences include: discovery of AP opportunities through honors courses and school assemblies, often accompanied by misconceptions about difficulty; enrollment motivations centered on feeling capable, university ambitions, GPA improvement, and family expectations; varied classroom experiences ranging from supportive teacher relationships and independence to limited teacher availability and discouragement; and significant preparation for college through improved study skills and communication abilities.
Significance: This study addresses a critical gap in educational research by centering BIPOC student voices in AP coursework experiences. The research contributes to limited scholarship on BIPOC student experiences in rigorous academic programs while providing practical insights for improving educational equity. Findings will inform policy reforms, professional development for educators, and curriculum enhancements, ultimately contributing to reduced racial and ethnic
gaps in AP participation and success. The study's focus on student-identified supports and successful strategies offers actionable guidance for creating more inclusive and supportive educational environments.

Authors

• Lillian Martz, Portland State University

• Maritza Azucena Salazar Cha, University of La Verne