%0 Journal Article %A Corra, Mamadi %A Lovaglia, Michael J. %D 2012 %I Begell House %K racial achievement gap, African-American students, stereotype threat, differential expected consequences, open enrollment, Advanced Placement %N 4 %P 295-314 %R 10.1615/JWomenMinorScienEng.2013001748 %T TOO SMALL TO SEE? AFRICAN-AMERICAN UNDER-ENROLLMENT IN ADVANCED HIGH SCHOOL COURSES %U https://www.dl.begellhouse.com/journals/00551c876cc2f027,01de677c251f29d9,15f4842b45a84aeb.html %V 18 %X Stereotype threat, differential expectations, and social isolation research suggest that student expectations of the social consequences of academic distinction may exacerbate the underrepresentation of African-American students in advanced academic courses. The hypothesis that capable African-American students who might be expected to enroll in advanced academic courses are instead taking standard courses is tested using academic performance and enrollment data for high school students in a student/parent informed choice (open registration) school district. Under open enrollment, all students are allowed the choice to enroll in advanced classes. Therefore, school districts with such policies provide a strategic link between individual-level theories of student behavior and district-level data such as enrollment rates in Advanced Placement classes. The results show that African-American students are underrepresented in advanced academic courses (Advanced Placement and honors classes) compared to their proportion of the student body. More surprisingly, African-American students are also underrepresented in advanced courses compared to their proportion of high-performing students. Taken together, the findings suggest that well-qualified African-American students who might be expected to take advanced courses are instead taking standard courses. The implications of the findings on the potential impact of increased opportunities for advanced courses for minority students are discussed. %8 2013-03-18