UCLA

This study explored the pedagogical practices of teachers in the AP Capstone program to explore the extent to which teachers use culturally responsive approaches in order to address the AP equity gap for Black, Latinx, Native American, and other groups traditionally underrepresented in AP Classes. Using a mixed methods approach, I surveyed a nationally representative sample of teachers and followed up with qualitative interviews. This study found AP Capstone teachers generally claim to consider students’ personal experiences in planning their curriculum, as well as to consider multiculturalism and cultural diversity. However, teachers choose topics dealing issues such as race and sexism to a much lesser degree, and relatively few select topics specifically situated in their students’ unique cultural contexts. This study also found very few teacher demographics associated with use of CRP. However, teacher perceptions and student demographics do show some associations. Additionally, this study identified several AP Capstone teachers who display many characteristics of a culturally responsive teacher. This study identifies some of the practices those teachers enact. These results suggest implications in practice for AP Capstone teachers, AP Capstone teacher trainers, and school leaders of AP Capstone programs.