Do Mobility Attitudes Affect African-American Students Course Taking Behavior?

Abstract

African-Americans have made significant progress in the United States; however. one area that shows that equality has not been achieved between African-American students and white students is the achievement gap. The achievement gap between African-American students and white students manifests on standardized/high-stakes tests, in the graduation rate, and in the disparity in discipline occurrences. Researchers have expressed that African-American students still profess that getting a good education is the key to a successful life; however, the school behaviors of African-American students do not match that sentiment. African-American students are less likely to enroll in advanced placement courses, and those who do enroll in these courses are less likely to pass their exams when compared to white students. Students who lack the resources and support and are academically behind in grade level will often shy away from advanced placement courses because they are ill-prepared for the rigors and expectations of the courses. But if students are on grade level, academically prepared, and value their education, more African-American students should be enrolling in advanced placement courses and should be successfully passing their exams. The purpose of this semi-structured, qualitative study was to determine if there is an alternate explanation as to why African-American students in an urban school districts who do value their education, value college, have high aspirations, have substantial support (both at home and at school), attend supportive/unbiased schools, and are not oppositional, are not enrolling in advanced placement course.