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Abstract

This qualitative study was a critical race analysis of Advanced Placement criteria and under-enrollment of African American males in two midwestern urban high schools. Analysis of faculty interviews and documents generated four themes. AP criteria and enrollment were implemented through formal and informal practices, and key roles of individual faculty and collaboration with faculty and families supported AP structures. However, assumptions about African American males, and color and gender-blind dialogue contributed to disproportionate African American male enrollment in AP courses.

Keywords

African American males disproportionality advanced placement courses critical race theory

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Where Are the African American Males? Enrollment Criteria and the Placement of African American Males in Advanced Placement Courses

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Keywords

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