ERIC Number: EJ1392243
Record Type: Journal
Publication Date: 2022
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-1498
EISSN: EISSN-1534-5157
Whose Deficit? Rural Student Perceptions of Secondary Curricular Opportunities via AP
Grant, Phillip
High School Journal, v105 n4 p294-313 Sum 2022
The purpose of this narrative analysis was to assess the perceived curricular offerings and challenges of traditional-aged rural students in higher education, and to understand how these challenges relate to AP courses. Specifically, this study assessed the secondary curricular offerings available to rural students and how they affect their perceptions of success in the postsecondary environment. I conducted phenomenological interviews with 18 students and uncovered several key findings. Rural students in this study reported that Advanced Placement (AP) courses were critical to their preparation for higher education, but that these courses' availability was limited in their schools. Participants in this study reported feeling a loss of self-efficacy and perceived shift in identity due to their lack of advanced curricular offerings, especially AP courses. As a result, rural youth in this study reported being behind their peers in terms of credit-hour production by one to two academic years. Participants in this study felt that there was a particular lack of AP courses in science and math fields in their high school, which impacted their decision to enter a STEM field.
Descriptors: Rural Schools, Secondary School Curriculum, Advanced Placement Programs, Rural Education, College Preparation, Self Efficacy, Secondary School Students, Student Attitudes
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: https://ed.unc.edu/high-school-journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A