Academic-Year Governor's Schools Directors' Perceptions of the Proportionality of Historically Underserved Students in Virginia Academic-Year Governor's Schools

Abstract

This qualitative study examined Academic-Year Governor's School (AYGS) directors' perceptions of the proportionality of historically underserved students in Virginia's AYGS programs. These selective public programs provide accelerated, interdisciplinary learning experiences that develop advanced academic talent; however, disparities in enrollment persist among certain student populations. Understanding directors' perceptions of these disparities may inform efforts to expand access and opportunity. Guided by the Culturally Responsive School Leadership framework (Khalifa et al., 2016) and the Academic-Year Governor's School Diversity Goals and Report, the study explored directors' perceptions of proportionality, factors influencing participation, and strategies for increasing access and representation. Data were collected through semi-structured interviews with six AYGS directors representing programs across Virginia and through analysis of AYGS Diversity Goals and Reports. A deductive approach to thematic analysis, guided by an a priori framework aligned with the interview protocol and research questions, was used to identify patterns across interviews and documents. The analysis resulted in six findings: (a) awareness of representation and proportionality, (b) early exposure and talent development shape access, (c) recruitment and outreach expand access, (d) representation and belonging influence participation, (e) relationships and support systems foster student success, and (f) structural and systemic factors influence proportionality. Directors viewed proportionality as an important indicator of access and recognized their role in monitoring representation and supporting participation. They emphasized early learning opportunities, talent development, outreach, collaboration, belonging, supportive relationships, and inclusive school climates. Findings suggest that AYGS proportionality is shaped by educational preparation, awareness, support systems, and systemic factors extending beyond admissions. The study offers implications for gifted education leaders, policymakers, and future research focused on equitable access to advanced academic opportunities statewide.