Advanced Placement African American Studies as a Master's Tool.

This article examines the introduction of Advanced Placement (AP) African American Studies, a new high school course designed to center Black histories and culture within the AP program, which historically has upheld dominant cultural norms and excluded Black students. Through a case study of two California classrooms, findings reveal that while the course fosters Black joy and academic engagement, it largely fails to address racism as a contemporary systemic issue, limiting its capacity to prepare students for transformational resistance against anti-Black racism. Differences in teacher expertise, student demographics, and school resources influenced how deeply students engaged with present-day racism and social justice, with one teacher able to supplement the curriculum to explore modern systemic racism more fully. The study concludes that although AP African American Studies holds promise for expanding access and cultural affirmation, its current curriculum and institutional constraints may restrict its potential to equip students to challenge structural racial inequalities effectively.