Hispanic Student Access to Advanced Placement Courses

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dc.contributor.authorBorg, Susan
dc.contributor.authorCombs, Julie P.
dc.contributor.authorOnwuegbuzie, Anthony J.
dc.contributor.authorBustamante, Rebecca M.
dc.date.accessioned2022-07-05T16:25:47Z
dc.date.available2022-07-05T16:25:47Z
dc.date.issued2011
dc.description.abstractThis qualitative, collective case study describes the perceptions of academically successful Hispanic students regarding their access to Advanced Placement (AP) courses in 4 suburban Texas high schools. A multistage, purposeful sampling scheme was used to select 28 participants for 4 focus groups. Six participants from the focus groups participated in interviews. The conceptual framework focused on Coleman’s (1988) theory of social capital. Classical content analysis revealed 4 major themes: (a) future, (b) course placement, (c) educational work ethic, and (d) relationships. The theme of relationships varied the most with discussion of the value of relationships with counselors, peers, parents, teachers, and other family members. Participants had both positive and negative experiences with two subcategories, counselors and teachers, who influenced their opinions about their placement in courses. Implications for researchers and practitioners are provided.en_US
dc.identifier.citationBorg, S., Combs, J. P., Onwuegbuzie, A. J., & Bustamante, R. M. (2011). Hispanic Student Access to Advanced Placement Courses. Enrollment Management Journal (Fall): 12-37.en_US
dc.identifier.issn1937‐8610
dc.identifier.urihttps://hdl.handle.net/20.500.11875/3597
dc.language.isoen_USen_US
dc.publisherTexas Guaranteed Student Loan Corporationen_US
dc.subjectAdvanced Placementen_US
dc.subjectHispanic Studentsen_US
dc.titleHispanic Student Access to Advanced Placement Coursesen_US
dc.typeArticleen_US

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