A Mixed Methods Examination of Gender Disparity in High Schools Implementing Advancement via Individual Determination (AVID)

Autor/inn/en	Watt, Karen M.; Huerta, Jeffery; Martinez, Jorge
Titel	A Mixed Methods Examination of Gender Disparity in High Schools Implementing Advancement via Individual Determination (AVID)
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 53 (2017) 4, S.377-389 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2017.1335203
Schlagwörter	Mixed Methods Research; Gender Differences; High School Students; College Readiness; Student Recruitment; Academic Persistence; Enrollment Trends; Advanced Placement Programs; Educational Quality; Disproportionate Representation; Self Determination; Identification (Psychology); Peer Influence; Family Influence; Student Leadership; Postsecondary Education; College Preparation; At Risk Students; Student Records; Questionnaires; Surveys + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Quality of education; Bildungsqualität; Selbstbestimmung; Studentenwerk; Post-secondary education; Tertiäre Bildung; Schülerakte; Fragebogen; Survey; Umfrage; Befragung
Abstract	This mixed-methods research study offers insights and explanations into gender imbalance in the college readiness program, Advancement Via Individual Determination (AVID). Over 200 schools that have been implementing AVID for more than 4 years across the United States participated in this study. Three years of archived historical data pertaining to school demographic information and AVID certification information was accessed and analyzed to examine recruitment and retention of male and female students over time, as well as student enrollment in rigorous curriculum. Our research indicated that at the high school level, gender disparity became most apparent in the 11th and 12th grades. Results indicated that schools that struggled to recruit and retain boys continued to enroll AVID students, both boys and girls, into rigorous advanced placement curriculum at comparable rates as schools that did not struggle to recruit and retain boys in the program. This indicates that once in AVID, boys and girls are provided equal access to rigor; however, recruiting and retaining boys in AVID continues to be a challenge for AVID schools. Research participants indicated that academic identity, peer and family support, leadership and mentoring opportunities and male role models influence male participation in AVID. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01