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Biased Opportunities: The Role of Implicit and Explicit Bias in Advanced Placement and Dual Enrollment

Black and Latinx students are under-represented in Advanced Placement (AP) and Dual Enrollment (DE), and implicit bias of educators has been discussed as one potential contributing factor. In this study, I test whether implicit and explicit racial bias are related to AP and DE participation and racial/ethnic gaps in participation, controlling for various observable contextual factors. I find a small relationship between implicit racial bias and disparate AP participation for Black students relative to White students, and suggestive evidence of a relationship between explicit racial bias and disparate DE participation for Black students relative to White students. Further, more explicitly-biased communities tend to have lower AP participation rates overall. Implications for school leaders regarding implicit bias training and other ways to address systemic inequities in access are discussed.

Keywords
teacher policy, advanced coursework, Advanced Placement, Dual Enrollment, opportunity gaps, achievement gaps
Education level
Document Object Identifier (DOI)
10.26300/g600-0d47

EdWorkingPaper suggested citation:

Anderson, Kaitlin P. . (). Biased Opportunities: The Role of Implicit and Explicit Bias in Advanced Placement and Dual Enrollment. (EdWorkingPaper: 22-554). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/g600-0d47

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