More Classes, More Access? Understanding the effects of course offerings on Black-White gaps in Advanced Placement course-taking

Rodriguez, Awilda; McGuire, Keon M.

doi:10.1353/rhe.2019.0010

Cited by 33 publications

(24 citation statements)

References 27 publications

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“…The existing literature suggests that these strategies, often referred to as coping mechanisms, include modifying presentations of self, such as changing one's comportment and attire and moderating the volume and tone of one's voice (Goings, Smith, Harris, Wilson, & Lancaster, 2015;Rodr ıguez & Greer, 2017); reconceiving academic achievement in terms of racial uplift (Andrews, 2009); developing a strong rapport with school staff and teachers (Skiba, & Losen, 2016); cultivating ethnically affirming peer groups (Anderson, Jones, Anyiwo, McKenny, & Gaylord-Harden, 2019;Walker, 2006); enrolling in advanced coursework (Rodriguez & McGuire, 2019); and spending time with positive role models (McGee, & Pearman,, 2015). Not enough attention has been paid to how these coping strategies and the contexts in which they are carried out relate to students' perceptions of themselves as both scholars and Black males.…”

Section: Literature Reviewmentioning

confidence: 99%

Risk, Protection, and Identity Development in High‐Achieving Black Males in High School

Houston

Pearman

McGee

2020

J of Research on Adolesc

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The resilience of high‐achieving Black male students is often overshadowed in scholarly literature by narratives of deficit, disorder, and disdain that position Black males as particularly vulnerable in educational spaces. This study builds from two prior analyses of a group of mathematically high‐achieving Black males living in high‐poverty urban communities and attending underresourced schools during their middle school years and focuses on the external risk and protective factors these students experienced during high school. Findings suggest that Black male high achievers were forced to overcome a confluence of institutional and curricular barriers while leveraging relational and organizational resources that promoted positive identity development and mathematics achievement.

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Section: Literature Reviewmentioning

confidence: 99%

Risk, Protection, and Identity Development in High‐Achieving Black Males in High School

Houston

Pearman

McGee

2020

J of Research on Adolesc

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“… 1 Advanced Placement (AP) course-taking gaps by race and income and other demographic indicators persist within schools and are driven by a number of factors. See, for example, Klopfenstein (2004); Conger, Long, and Iatarola (2009); Rodriguez and McGuire (2019). …”

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confidence: 99%

Life on the Frontier of AP Expansion: Can Schools in Less-Resourced Communities Successfully Implement Advanced Placement Science Courses?

Long

Conger

McGhee

2019

Educational Researcher

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The Advanced Placement (AP) program has undergone two major reforms in recent decades: the first aimed at increasing access and the second at increasing relevance. Both initiatives are partially designed to increase the number of high school students from low-income backgrounds who have access to college-level coursework. Yet critics argue that schools in less-resourced communities are unable to implement AP at the level expected by its founders. We offer the first model of the components inherent in a well-implemented AP science course and the first evaluation of AP implementation with a focus on public schools newly offering the inquiry-based version of AP Biology and Chemistry courses. We find that these frontier schools were able to implement most, but not all, of the key components of an AP science course.

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“…UIM applicants are more likely to have attended high-poverty schools, 10 less likely to have had credentialed math and science teachers, 11 and less likely to have had programs and courses that prepare them well for undergraduate education. 12,13 Additionally, although a wide range of MCAT scores predict success in medical school, schools are less likely to accept individuals with lower test scores. 14,15 Admissions holism seeks to contextualize applicants' backgrounds and life experiences-especially their experiences with stereotyping, which can cause harm 16 and affect academic performance.…”

Section: Structural Competency As Meritmentioning

confidence: 99%

Making Merit Just in Medical School Admissions

Díaz

Huerto

Weiss

2021

AMA Journal of Ethics

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Medical school education must better align with patient care needs for a rapidly changing population. One challenge is to eliminate bias in meritbased admissions to more equitably review candidates with the structural competency skills desperately needed to promote public health and health equity. Aligning merit-based admissions approaches with holistic admissions approaches and equitable candidate evaluation will simultaneously support learners and improve patient care.To claim one AMA PRA Category 1 Credit TM for the CME activity associated with this article, you must do the following: (1) read this article in its entirety, (2) answer at least 80 percent of the quiz questions correctly, and (3) complete an evaluation. The quiz, evaluation, and form for claiming AMA PRA Category 1 Credit TM are available through the AMA Ed Hub TM .

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More Classes, More Access? Understanding the effects of course offerings on Black-White gaps in Advanced Placement course-taking

Cited by 33 publications

References 27 publications

Risk, Protection, and Identity Development in High‐Achieving Black Males in High School

Risk, Protection, and Identity Development in High‐Achieving Black Males in High School

Life on the Frontier of AP Expansion: Can Schools in Less-Resourced Communities Successfully Implement Advanced Placement Science Courses?

Making Merit Just in Medical School Admissions

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