High Expectations, Limited Options: How Gifted Students Living in Poverty Approach the Demands of AP Coursework

Abstract

The aim of this study was to explore the lived experiences of advanced students who live in poverty and their choices regarding taking Advanced Placement (AP) courses. Ten urban high school students were interviewed regarding their decision-making process regarding coursework to investigate supports or barriers that exist. Four themes became apparent: Gifted students take advanced classes for challenge and to decrease boredom; internalized messages about what it means to be smart influenced decisions regarding taking advanced classes; external influences could apply positive or negative pressure that affect the decision to take AP courses; and it is difficult for gifted students to find balance between the stress of the AP workload and time management with working and trying to fit in other interests. The themes reflected the complex interplay of internal and external forces that influence whether or not students take AP courses regardless of high academic ability.