Hall, Anthony D.
(2023)
A Lack of Access Anywhere is a Lack of Access Everywhere: A Case Study of the Lack of Access to Advance Level Courses for Black Students at Pittsburgh Westinghouse Academy.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The gaps in education in America continue to march on at staggering rates. Gaps in academic achievement, college acceptance, standardized test scores, and access to resources continue to marginalize Black students in the United States compared to their white counterparts. Pittsburgh, PA, with the second-largest school district in Pennsylvania and one of the most significant budgets. Despite these financial resources, the Pittsburgh Public Schools district depicts a picture of failure and inequities to the detriment of Black students, much like the city of Pittsburgh is to Black women, as reported in a 2019 study focused on racial and gender equity. If the city is known to be the worst city in America for Black people, how can it be recognized as America’s "Most livable city" (Mock, 2019)?
The issue of (in)equality and (in)equity highlighted in this study is the disparity of access to higher level courses that Black students at Pittsburgh Westinghouse suffer from compared to their white counterparts in Pittsburgh Public Schools (PPS). Specifically, Black students at Pittsburgh Westinghouse Academy have less access to advanced level courses, Advanced Placement (AP), and Center of Advance Studies (CAS) than their white counterparts in Pittsburgh Public Schools. The study focuses on the disparity in current courses, curriculum resources, and the school culture, administration, and guidance curricula that foster these disparities. Each disparity was assessed through document analysis, survey, and formal and information semi-structured reviews, using the framing of the American School Counseling Association (ASCA)’s expectations and guidelines for school counselors. Drawing on these data, I developed a case study of Pittsburgh Westinghouse Academy’s offerings of advanced placement, students’ perceived access, and teachers’ experiences with the courses. The goal and outcome of the case study are to develop a comprehensive scheduling team and process and supportive programming to encourage students to enroll in advanced courses (once they are available).
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
21 September 2023 |
| Date Type: |
Publication |
| Defense Date: |
27 July 2023 |
| Approval Date: |
21 September 2023 |
| Submission Date: |
4 August 2023 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
73 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
A Lack of Access Anywhere is a Lack of Access Everywhere |
| Date Deposited: |
21 Sep 2023 20:42 |
| Last Modified: |
21 Sep 2023 20:42 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/45262 |
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