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

Abstract

Black and Latinx students are underrepresented in advanced placement (AP) and dual enrollment (DE), and implicit bias of educators has been discussed as one potential contributor. This study tests whether aggregate measures of implicit and explicit racial bias are related to AP and DE participation and racial/ethnic gaps in participation, controlling for contextual factors. The results indicate a 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 between Black and White students. Furthermore, more explicitly biased communities have lower AP participation overall. Implications for school leaders regarding interventions to address systemic inequities in access are discussed.