Advanced Placement Gatekeeping and Racialized Tracking

Autor/inn/en	Hirschl, Noah; Smith, Christian Michael
Titel	Advanced Placement Gatekeeping and Racialized Tracking
Quelle	In: Sociology of Education, 96 (2023) 3, S.190-210 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hirschl, Noah) ORCID (Smith, Christian Michael) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407231161334
Schlagwörter	Advanced Placement; Track System (Education); Racism; Enrollment; Policy; Student Participation; Performance; Selection Criteria; Barriers; Advanced Courses; Difficulty Level; Racial Factors; Low Achievement; Selective Admission; College Attendance; Minority Group Students; Equal Education; Wisconsin + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Rassismus; Einschulung; Politik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Achievement; Leistung; Selection criterion; Auslesekriterium; Fortgeschrittenenunterricht; Schwierigkeitsgrad; Unterdurchschnittliche Leistung; Bildungsselektion; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit
Abstract	Racialized tracking is central to sociological explanations for racially stratified educational outcomes. However, school officials' decision-making is of debated importance for explaining racialized tracking. We contribute to this literature by examining the effects of schools' enrollment policies for Advanced Placement (AP) courses. Using a unique combination of school survey data and administrative data from Wisconsin, we examine what happens to racial inequality in AP participation when school officials enforce performance-based selection criteria, which we call "course gatekeeping." We find that course gatekeeping has racially disproportionate effects. Although racialized differences in prior achievement partially explain the especially large negative effects among students of color, course gatekeeping produces Black-white and Hispanic-white disparities in participation even among students with similar, relatively low prior achievement. We further find that course gatekeeping has longer-run effects, particularly discouraging Black and Asian or Pacific Islander students from attending highly selective four-year colleges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01