Shut Out: Why Black and Latino Students Are Under-Enrolled in AP STEM Courses

Autor/inn/en	Patrick, Kayla; Davis, Jonathan C. W.; Socol, Allison Rose
Institution	Education Trust; Equal Opportunity Schools (EOS)
Titel	Shut Out: Why Black and Latino Students Are Under-Enrolled in AP STEM Courses
Quelle	(2022), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	African American Students; Hispanic American Students; Disproportionate Representation; Advanced Placement Programs; Enrollment; STEM Education; Educational Environment; School Policy; Barriers; Equal Education; Access to Education; Academic Aspiration; Low Income Students; Student Characteristics; Student Interests; Educational Equity (Finance); Racism; Information Dissemination; Student School Relationship; Culturally Relevant Education + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Einschulung; STEM; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpolitik; Education; Access; Bildung; Zugang; Bildungszugang; Studieninteresse; Rassismus; Informationsverbreitung; Schüler-Lehrer-Beziehung
Abstract	For this report, The Education Trust teamed up with Equal Opportunity Schools to look at students' access to Advanced Placement (AP) courses in science, technology, engineering, and math (STEM). The authors found that although many Black and Latino students aspire to go to college and are interested in STEM subjects, very few are actually enrolled in AP STEM courses that would prepare them for college and a STEM career. This new research, based on survey data from approximately 200,000 students from various backgrounds across 184 schools, also indicates that a positive and inviting school climate plays an important role in getting more Black and Latino students into advanced courses. There are many policies and practices that school, district, and state leaders can implement to remove the systemic barriers and conditions that shut Black and Latino students out of advanced STEM courses. This report includes recommendations on how to advance equity in access to and success in advanced coursework, including creating positive school climates where students of color feel safe, have a sense of belonging, and see themselves reflected in the curriculum. (ERIC).
Anmerkungen	Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01