03/05/2025
By Zakkiyya Witherspoon
Candidate: Jennifer Sousa
Degree: Doctoral- Leadership in Schooling (STEM)
Defense Date: Tuesday, March 18, 2025
Time: 3 p.m.
Location: Remote Zoom link:
Thesis/Dissertation Title: "Improving Attitudes and Perceptions of Black Students in Advanced Placement Mathematics Courses”
Dissertation Committee
Dissertation Chair: Michelle Scribner, Ed.D., Clinical Professor, Mathematics and Science Education, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Iman Chahine, PhD., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Colleen Tapley, Ed.D., Program Coordinator, Assistant Professor, Curriculum and Instruction, University of Massachusetts Lowell
Dissertation Committee Member: John Hanron, Ed.D., Scholar-Practitioner, School of Education, University of Massachusetts Lowell
Abstract
Black students are significantly underrepresented in Advanced Placement (AP) mathematics courses, particularly in predominantly White suburban schools like Hallett High, where their enrollment remains below 5% despite comprising 16% of the student body. Addressing the enrollment gap is crucial given the well-documented benefits for students taking AP classes. A body of contemporary literature indicates that Black students face systemic barriers that contribute to this disparity, which include limited access to information, lack of academic support, and teacher bias. This study, a collaborative effort between educators, school administrators, policymakers, and researchers, set out to gauge the effectiveness of an eight-week Student Learning Community (SLC) intervention in improving Black students' retention, attitudes, and perceptions in AP mathematics. A mixed-methods approach was used during a 90-day PDSA cycle, involving pre- and post-intervention surveys using the Mathematics Attitudes and Perceptions Survey (MAPS) administered to 11 students and focus group interviews with eight participants. The results showed statistically significant improvements (p < 0.05) in student confidence and persistence, with an 83.3% retention rate. Qualitative findings shed light on students' challenges, such as unclear course pathways in mathematics, limited encouragement from teachers, and feelings of isolation in AP classrooms. An action plan was developed to implement key recommendations, including removing teacher recommendations from the course selection process, introducing a mathematics placement exam, improving communication with middle school students and families, and simplifying course selection information for all students. Prioritizing these changes will foster an inclusive academic environment, supporting Black students' long-term success.