Principal Role in Addressing the Access and Opportunity to Advanced Coursework Gap for Black and Hispanic Students

This study explored how high school principals utilize leadership practices to address the access and opportunity gap for Black and Hispanic students in advanced courses. Using a qualitative methodology, high school principals were interviewed using a semi-structured interview protocol. The results of this study found that principals influence the access and opportunity gap for Black and Hispanic students in advanced classes by selecting teachers for teaching advanced classes based on teacher certification, by developing, sharing, and enacting a vision for classroom instruction; and by creating a culture of high expectations for all student and providing student supports to meet those expectations. Furthermore, the findings from this study indicate that principals inconsistently advocate for policy changes that increase access for Black and Hispanic students.

Author

• Devine, Katelyn

Language

• en

Keyword

• qualitative
• principal
• minority student
• opportunity
• access
• advanced course

Date created

• 2022

Type of Work

• Dissertation

License

• All rights reserved

Rights statement

• In Copyright

GW Unit

• Educational Leadership & Administration

Degree

• Ed.D.

Advisor

• Clayton, Jennifer K

Committee Member(s)

• Jamison, Kimberly R
• Nganga, Christine W

Persistent URL

•  https://scholarspace.library.gwu.edu/etd/ws859g462