In the United States, education continues to be plagued by a racial achievement gap that disproportionately affects Black children. Although significant progress has been made in eliminating some of the country's long-standing racial discriminatory practices, the effort to eradicate racism remains unfinished as long as disparities exist between ethnic groups. The purpose of this qualitative multiple case study was to gain insight into parents' perceptions and experiences of the inequities faced by Black students that restrict access to and involvement in Advanced Placement science, technology, engineering, and math courses in one urban high school. The problem addressed was the underrepresentation of African American students in high school Advanced Placement classes. The guiding foundational theoretical framework was critical race theory, which suggests that racism continues to be the unseen culprit tarnishing major systems within society, including the educational system. Semi-formal interviews with 12 parents of African American high school students provided the data. Transcribed, member-checked, and analyzed, all interviews revealed patterns and themes. The study's findings will help researchers better grasp how incorporating parents' viewpoints may address the underrepresentation of Black students in Advanced Placement classes. The findings showed disparities in parents' attitude, engagement, and understanding. Parents' attitudes toward obstacles and inequities, how much they knew about the Advanced Placement program, and how involved they were in their children's academic and home lives determined whether a student participated or withdrew. Recommendations include culturally appropriate teaching, diversity training in all schools, and improving minority parents and students' knowledge of the benefits of the Advanced Placement program. Until practices are changed, Black students' educational achievements will continue to suffer owing to inequitable experiences and access. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]