Shifting the mindset : an explanatory sequential study exploring how the self-efficacy of Black students intersects with the opportunity gap in Anne Arundel County Public Schools.

The opportunity gap in Anne Arundel County Public Schools (AACPS) is a major issue that does not seem to have an easy solution. One of the key indicators of this gap is the current graduation rate. As of 2022, 92% of White students graduate versus 86% of Black students across the county. At Meade High School (MHS), 92.45% of White students graduate on average, compared to just 83.88% of Black students (MSDE, 2022). Maryland Comprehensive Assessment Program (MCAP) data indicated that in 2022, 63.8% of White students were proficient in English language arts (ELA), and 11% were proficient in math. Additionally, only 43% and 5% of Black students were proficient in ELA and math, respectively. This study looked to understand the opportunity gap from a social behavioral lens by focusing on self-efficacy as a potential primary factor driving academic performance among Black students at MHS. I used an explanatory sequential mixed methods design to first investigate the problem of the opportunity gap at MHS. I conducted the quantitative phase first, followed by the qualitative phase which received the primary focus and emphasis. The quantitative data influenced the qualitative phase decisions and data collection (Creswell & Plano Clark, 2018). I first wanted to discover if a statistically significant relationship existed between participants’ general self-efficacy and academic performance. I then selected participants whose self-efficacy and academic performance positively correlated and interviewed each of them to build a narrative that could further explain their levels of self-efficacy. The study revealed thematic elements that contributed to the qualitative participants’ levels of self-efficacy. The narrative participants supplied through their interviews illuminated factors that contributed to their efficacy, which in turn contributed to their academic performances. I developed implications and recommendations for two major stakeholder groups, administrators and teachers. I recommended changes be made to professional development practices at MHS which would enhance teachers’ ability to build community with students at the lower end of the opportunity gap, as well as meet their unique academic needs. The results, implications, and recommendations all aligned with the current school improvement plan at MHS.