An Activity Theory analysis of African American students’ experiences in advanced placement science courses

Abstract

AbstractAfrican American students have been systematically discouraged from taking advanced courses in science and math. In addition, low Advanced Placement (AP) exam passing rates among African American students raise further concerns regarding whether accessibility alone adequately addresses the issue of equity. However, little research has been conducted to understand African American students’ learning experiences in AP science courses. The purpose of this research is twofold: (a) to gain deeper understandings of the behaviors and attitudes that African American students employ in their AP science courses, especially how they align their personal motives and goals with meaningful practices within the AP learning context, and (b) to offer an opportunity for science educators to re‐conceptualize AP science learning environment from an Cultural‐Historical Activity Theory (CHAT) perspective. The participants were four African American students enrolled in two AP courses: biology and environmental science. The primary data source was from semistructured interviews. Three major themes were identified: (a) exchange value dominating intrinsic value, (b) community support overcoming an oppositional cultural, and (c) metacognitive strategies disconnecting from conceptual understanding.