Document Type

Dissertation

Publication Date

3-6-2025

Abstract

There are perceived barriers that impede students from lower socioeconomic backgrounds who are identified as academically qualified for Advanced Placement coursework but do not enroll. Additionally, students from low socioeconomic backgrounds experience barriers to achievement while taking AP classes. These limitations impede students’ ability to perform optimally in a rigorous academic environment. The level of access students from low-SES backgrounds have once they enter AP courses is crucial. Equity can be an issue if there are barriers that need to be addressed for students and teachers. In terms of AP courses, existing gaps in the research need to be filled to understand the additional support students from low-income backgrounds would require while taking AP classes to succeed and reach their full potential. A qualitative interview approach is used to capture students’ lived experiences and the meaning they ascribe to those experiences. Findings in the study indicated that the AP Potential student perceived AP courses to carry an excessive workload. The AP Potential student also acknowledged they would have support from parents/caregivers and peers yet did not feel their school counselor offered sufficient information about taking AP courses. The AP Potential student affirmed the need to understand more about the benefits of taking AP classes. Additional findings indicate that current AP students from low-income backgrounds face many obstacles while participating in AP courses, including course workload, insufficient time to meet academic demands, issues accessing the content, and social and emotional challenges. Students perceive their support network of parents/caregivers, peers, and school counselors as positive yet need their school counselors to advise them about their course-taking. AP teachers recognize parental/caregiver involvement and peer influence as imperative to student success. AP teachers with limited experience teaching advanced content face challenges such as a lack of literacy instructional knowledge and a shared understanding of AP program processes, practices, and procedures. The study’s findings suggest the needs of AP Potential and current AP students from low-SES backgrounds must be recognized and addressed. AP teachers are not fully aware of the inequities that persist for their students. Educational practitioners must understand misconceptions that produce barriers to educating the whole student, even those potentially pursuing or currently pursuing advanced coursework. Additionally, the achievement and emotional well-being of AP Potential and current AP students from low-SES backgrounds must undergo further examination for future educational reform.

Download

Share

COinS