Gender's Impact on AP Scores: Analysis and Teaching Approaches

Abstract

This study employs an intersectional framework to analyze gender disparities in Advanced Placement (AP) exam scores, moving beyond binary comparisons. Through stratified regression analysis of 2022-2023 data, we demonstrate that gender gaps are not uniform but are significantly mediated by structural factors including linguistic background, disability status, and economic disadvantage. Crucially, the relationship between gender and achievement reverses or intensifies within specific subgroups—for instance, a female advantage among native English speakers transforms into a male advantage among English Language Learners. These findings refute innate explanations, underscoring the roles of sociocultural construction, psychological internalization, and systemic educational practices. Our analysis strongly supports the "self-selection" hypothesis, positing that score differentials largely stem from pre-existing filters shaping exam participation. In response, we propose a comprehensive instructional framework integrating Culturally Sustaining Pedagogy (CSP), Universal Design for Learning (UDL), and project-based learning to mitigate stereotype threat and foster self-efficacy. We conclude that addressing AP score disparities requires systemic interventions targeting the intersecting roots of inequality within and beyond the classroom.