This study aims to examine the representation of African American males in AP, honors, and gifted courses in secondary education. The current investigation represents a causal-comparative investigation of 2017-2020 school district data from a large metropolitan school district regarding the number of African American males selected for inclusion in gifted and/or AP studies. This study's significance is to bring to the forefront a systemic practice within public schools, which has served to permanently deny African American males their ability to achieve academically at their level. Findings support that there is a lack of African American students currently enrolled in advanced coursework. The furtherance of current practices prolongs the systemic denial of this population of students' access to opportunities to excel in their educational opportunities.


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