Access and Equity Denied: Key Theories for School Psychologists to Consider When Assessing Black and Hispanic Students for Gifted Education

Autor/inn/en	Ford, Donna Y.; Wright, Brian L.; Washington, Ahmad; Henfield, Malik S.
Titel	Access and Equity Denied: Key Theories for School Psychologists to Consider When Assessing Black and Hispanic Students for Gifted Education
Quelle	In: School Psychology Forum, 10 (2016) 3, S.265-277 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	African American Students; Hispanic American Students; Academically Gifted; Talent Identification; Equal Education; Access to Education; Disproportionate Representation; Barriers; Referral; Evaluation Methods; Testing; Student Evaluation; School Psychologists; Racial Differences; Racial Bias; Aggression; Ethnic Stereotypes; Cultural Relevance + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Begabtenanalyse; Talentsuche; Education; Access; Bildung; Zugang; Bildungszugang; Testdurchführung; Testen; Schulnote; Studentische Bewertung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rassenunterschied; Racial discrimination; Rassismus; National stereotype; Nationales Stereotyp
Abstract	Black and Hispanic students are consistently underrepresented in gifted education. Several factors contribute to their low identification and lack of access to such programs and services. While teacher underreferral is a significant contributing factor, problematic also is testing and assessment, which is often administered by school psychologists. In this article, we touch on testing issues but devote more attention to key theories for school psychologists to consider when assessing, evaluating, collaborating, and making recommendations regarding Black and Hispanic students for gifted education. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01