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Off-Track: How Suburban High Schools Maintain Tracks for Black Boys within Diversity Initiatives
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Thesis/Dissertation
Date
2024-08
Advisor
Fergus, Edward, 1974-
Davis, James Earl, 1960-
Davis, James Earl, 1960-
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Policy, Organizational and Leadership Studies
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Barnes_temple_0225E_15747.pdf
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http://dx.doi.org/10.34944/dspace/10578
Abstract
This study explored the implementation of a district-wide initiative to diversify advanced courses at two high schools in a northeastern suburban town. The focus of this exploration was Advanced Placement® courses. This study utilized convergent mixed methods multiple case study design. The data sources were interviews/focus groups, surveys, and enrollment data. The enrollment data contained Advanced Placement®, honors, and general education registrations from the 2015-2021 school years. The enrollment patterns were reported using odds ratios from multinomial logistic regressions. There was a statistically significant likelihood that Black boys were less likely than their peers to be enrolled in honors and Advanced Placement® courses than their peers at both schools. I examined the initiative through the lens of the racialization of the organizational routine of enrollment. The enrollment routine was routinized through the repetition of the process. It was racialized through the practices carried out by staff that produced racialized results. Institutional, curricular, and belief work were explored in the study. The institutional work did not produce the desired outcomes. Black boys’ honors enrollment data improved at one school site, but their Advanced Placement® enrollment data worsened. The study closes with implications and recommendations.
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