Advanced for Whom?: Rethinking Representation in Advanced Academic Programs

It was my first day of freshman year, up until that point I had gone to an elementary school with an extremely diverse population; Honor societies mostly consisted of people of color and my advanced classes were built with people who had experiences with race and identity I could connect to. No words could describe the intense culture shock I felt walking into my 3rd period AP World and seeing I was one of two people of color present. I tried to remain positive and tell myself that “It’s only the first advanced class I am sure that the rest have people of color!”; however, I was severely wrong. In my English honors class there were no people of color, in my biology class there was one, one other person of color besides me. However, I knew that the issue wasn’t a schoolwide one due to the fact I had seen many people of color in my school, it was an issue contained to the advanced programs. I asked my companions in other schools and they said they were plagued with the same concern I had. Therefore, this wasn’t a coincidence, it was a reflection of a deeper problem in American education. Advanced and honors programs must confront systemic barriers and actively increase racial and cultural representation, not only to ensure fairness but to unlock the full potential of the young American mind and education.

Honors and AP enrollment in the U.S. has less black and brown students due to systems of oppression that have denied talented individuals educational opportunities on the basis of race. According to the MIT Journal of Education Finance and Policy, expanded AP offerings only increase the number of high-income students present in AP courses. Which goes against the primary goal of the AP program, to “allow a select, gifted group of young individuals from all backgrounds to further expand their intellectual repertoire and to give a glimpse of higher education”.  This detail corresponds to race all too well, as stated by the Center for American Progress, twice as many Black and Latino individuals suffer from poverty than White people. To understand this divide takes a glimpse into our country’s history and how for the longest time Black and Hispanic people were denied rights and demonized. Cases such as the Brown v. The Board of Education in 1954 made a fair amount of progress in educational diversity; however, this diversity is not seen in rigorous programs nationwide. However, it is important to remember that while all men are created equal, all students are not taught equally. 

         The concept of a model minority isolates non-AAPI and white individuals from spaces of higher learning and dismantling the idea would be a step in the right direction. The term “model minority” refers to a minority group that is perceived as particularly successful. However the term is often used in designation with Asian American youth who are praised due to excelling in fields such as STEM and music, contrasting with the lack of “model minorities” in other racial groups. Asian American children are given more opportunities to prosper due to this inlaid bias, society places far more expectation on them to succeed over any other racial minority group. What does not aid this issue present in the system is the semi-toxic culture Asian parenting has developed, each parent has a desire to cultivate the perfect child to fulfill the model minority myth. This leads to more confidence and encouragement to participate in rigorous academic programs which is not often seen in Black and Hispanic culture. The National Center for Education Statistics states that the highest mean AP score was attained by Asian American students at a 3.08, then followed by White students at a 2.96, Hispanic and Black students were in the bottom two with 2.39 and 1.91 respectively . This disparity is also illustrated with another statistic from the NCES, only 26% of Black students earned a 3 or higher while 64% of Asian students earned a 3 or higher. The educational divide amongst racial minorities is prevalent in average GPAs as well. According to the Mastermind Behavioral Science Journal, the average GPA for Asian students is a 3.52, for White students a 3.23, for Latinx students a 2.98, and for Black students a 2.68. These statistics show how the educational system is failing those who it was made to work for. 

        Some argue that advanced classes are only merit based and that race plays no part in academic spaces, others argue that standards should not be lowered for the sake of diversity and that representation will fix itself eventually. This way of thinking is flawed and this very misleading counterargument is exactly why education deserves to be valued in our nation. Merit isn’t measured in a vacuum. Access to test prep, enrichment programs, and teacher recommendations is often shaped by bias and resources. When only certain students are identified for “giftedness,” many talented students of color get overlooked; not because they lack ability, but because the system didn’t give them the chance to show it. Representation does not hurt academia rather it is warped and backwards ways of thinking about representation that create damage and inequality. By stating the increase in representation would lead to a lowering of standards is simply wrong and detrimental to the many young scholars of our nation. This assumes underrepresented students aren’t capable, which is simply false. Research shows that when schools provide support and equitable access, students of all backgrounds excel. The problem isn’t ability, it’s opportunity. Increasing representation is about removing unfair barriers, not lowering expectations. If the American public believes the idea of sitting back and letting things happen while injustices such as this go unnoticed it truly speaks to the lack of emphasis we put on education especially, our own history. The history of our nation illustrates time and time again that change is not a sedimentary thing, it needs action and voices to occur. Without intentional action, inequities persist for decades. If we keep waiting for “natural” change, we waste the potential of thousands of students who are ready now. True academic excellence is not about excluding students, but about including every talented voice. Equity doesn’t weaken honors programs — it strengthens them. 

           The main issue is the lack of solutions being offered to address this situation plaguing our education system. To make advanced programs more diverse,  expanded outreach to underrepresented groups, reformed inclusion policies, the cultivation of diverse staff, usage of culturally responsive teaching materials and practices, and holding  leaders accountable for diversity goals through performance metrics and compensation is necessary. The usage of harmful stereotypes when referring to children must be dismantled as well for the education system to thrive. Expanding access by allowing flexible advancement options, partnering with community organizations, and providing ongoing support for both students and educators are also crucial steps for creating a more equitable and diverse advanced learning environment. 

          An advanced program without diversity is like a choir missing half its voices: the harmony is incomplete. If schools are serious about preparing the next generation of leaders, they must commit to equity in advanced programs not someday, but now.