{"title":"Biased Opportunities: The Role of Implicit and Explicit Bias in Advanced Placement and Dual Enrollment","authors":"Kaitlin P. Anderson","doi":"10.3102/01623737231192487","DOIUrl":null,"url":null,"abstract":"Black and Latinx students are underrepresented in advanced placement (AP) and dual enrollment (DE), and implicit bias of educators has been discussed as one potential contributor. This study tests whether aggregate measures of implicit and explicit racial bias are related to AP and DE participation and racial/ethnic gaps in participation, controlling for contextual factors. The results indicate a relationship between implicit racial bias and disparate AP participation for Black students relative to White students, and suggestive evidence of a relationship between explicit racial bias and disparate DE participation between Black and White students. Furthermore, more explicitly biased communities have lower AP participation overall. Implications for school leaders regarding interventions to address systemic inequities in access are discussed.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Evaluation and Policy Analysis","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/01623737231192487","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Black and Latinx students are underrepresented in advanced placement (AP) and dual enrollment (DE), and implicit bias of educators has been discussed as one potential contributor. This study tests whether aggregate measures of implicit and explicit racial bias are related to AP and DE participation and racial/ethnic gaps in participation, controlling for contextual factors. The results indicate a relationship between implicit racial bias and disparate AP participation for Black students relative to White students, and suggestive evidence of a relationship between explicit racial bias and disparate DE participation between Black and White students. Furthermore, more explicitly biased communities have lower AP participation overall. Implications for school leaders regarding interventions to address systemic inequities in access are discussed.
期刊介绍:
Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.