1. Mary Nguyen Summer Undergraduate Research Program The University of Virginia July 25, 2009

2. Background Problem: Under-representation of minority students among the highest-achieving students But ACCESS ACADEMIC IMPROVEMENT Increased AP enrollment decreased exam scores (College Board, 2007)

3. Preliminary Solutions Affirmative development of students’ intellective competence (National Study Group for the Affirmative Development of Academic Ability, 2004). Requires access to educational interventions at various levels: the classroom, school, and community How? Teaching and instruction in the classroom Trusting relationships in the school Supports for pro-academic behavior in the school and community

4. The AP Challenge Program Large-scale mock-up of the successful “AP Network” at Wakefield High School in Arlington, VA Partnership with the Virginia Beach Public Schools Five Prongs Support Structure Provisions for Students UVA Summer Prep Program Achievement Seminars with Counselors AP Challenge Community Website Teacher Training AP Curriculum Development School Counselor Training Engaged Academic Community

5. Research Questions What are students’ self-perceptions like after their week-long summer prep program at U.Va.? How are students’ intensity of attitudes, centrality of belief, and committed action related? Why? Attributional ambiguity & stereotype threat Increased likelihood of prejudicial treatment as performance increases (National Study Group for the Affirmative Development of Academic Ability, 2004).

6. Methodology Created a new survey instrument with some questions incorporated from Borman, G.D., Stringfield, S., & Rachuba, L. (1998). Why? Flexibility of question format Measure changes in self-perceptions reliably Study correlations between variables with multiple question items

7. Intensity & Centrality of Beliefs

9. Committed Action

10. Conclusions and Further Research The data does not suggest a strong relationship between the strength, or presence, of a belief and its centrality This relationship will vary among individual students The committed action measures appear promising Further Research Questions Gender differences between students’ motivations and levels of determination A qualitative study of students’ responses to meaningful and meaningless homework assignments

11. References College Board. (2006). National Summary Report 2005. Retrieved July 21, 2009, from http://www.collegeboard.com/student/testing/ap/exgrdu m/2005.html http://www.collegeboard.com/student/testing/ap/exgrdu m/2005.html National Study Group for the Affirmative Development of Academic Ability. (2004). All students reaching the top: Strategies for closing academic achievement gaps. Illinois: Learning Point Associates. Borman, G. D., Stringfield, S., & Rachuba, L. (1998). Advancing minority high achievement: National trends and promising programs and practices. New York: College Board.