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

Autor/in	Szymanski, Antonia
Titel	High Expectations, Limited Options: How Gifted Students Living in Poverty Approach the Demands of AP Coursework
Quelle	In: Journal for the Education of the Gifted, 44 (2021) 2, S.149-170 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Szymanski, Antonia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/01623532211001443
Schlagwörter	Academically Gifted; Poverty; At Risk Students; Low Income Students; Advanced Placement Programs; Urban Schools; High School Students; Barriers; Student Attitudes; Decision Making; Course Selection (Students); Influences; Stress Variables; Stress Management; Time Management; Student Employment; Gifted Education; Disproportionate Representation; Minority Group Students; Social Support Groups + Suchen Sie Ihr Suchwort? Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Decision-making; Entscheidungsfindung; Course selection; Kurswahl; Influence; Einfluss; Einflussfaktor; Stressmanagement; Stressbewältigung; Zeitmanagement; Studentenarbeit; Social support; Soziale Unterstützung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01