Everybody's Going Uptown: Using Peer Recruitment to Increase Early College Enrollment Among Black AIG Students

Abstract

Black Gifted students are underrepresented in advanced academic spaces which include Advanced Placement (AP), and dual enrollment opportunities such as College and Career Promise (CCP) and Early College. Black AIG students often struggle to find a sense of belonging in academic settings. It is important that these students see themselves represented in advanced academic spaces. This study examines the use of peer recruitment strategies on influencing Black AIG students to apply for the early college and seeks to determine what to what extent educators influence their academic decision-making processes and foster a greater sense of belonging. There are multiple factors that influence the decision-making process of Black AIG students. Parental influence, peer influence and teacher influence are all contributing factors. By understanding how these factors work together to influence the academic decisions of Black AIG students, educators can strategically recruit these students for advanced opportunities and work to eliminate existing enrollment gaps. The findings of this study indicate that the use of peer recruiters is an effective strategy to increase Black AIG enrollment in early college. The reluctance of Black AIG students to participate in advanced academic opportunities stems from the feeling of social isolation. The use of peer recruiters' signals to Black students that they are welcomed and accepted in these spaces and gives them symbolic permission to participate.