Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs

Autor/inn/en	Grissom, Jason A.; Redding, Christopher
Titel	Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs
Quelle	In: AERA Open, 2 (2016) 1, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Disproportionate Representation; Minority Group Students; Academically Gifted; High Achievement; White Students; Racial Differences; African American Students; Teacher Role; Standardized Tests; Scores; African American Teachers; Kindergarten; Grade 1; Grade 3; Grade 5; Teacher Characteristics; Institutional Characteristics; Student Placement; Socioeconomic Status; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lehrerrolle; Standadised tests; Standardisierter Test; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Schülerpraktikum; Socio-economic status; Sozioökonomischer Status
Abstract	Students of color are underrepresented in gifted programs relative to White students, but the reasons for this underrepresentation are poorly understood. We investigate the predictors of gifted assignment using nationally representative, longitudinal data on elementary students. We document that even among students with high standardized test scores, Black students are less likely to be assigned to gifted services in both math and reading, a pattern that persists when controlling for other background factors, such as health and socioeconomic status, and characteristics of classrooms and schools. We then investigate the role of teacher discretion, leveraging research from political science suggesting that clients of government services from traditionally underrepresented groups benefit from diversity in the providers of those services, including teachers. Even after conditioning on test scores and other factors, Black students indeed are referred to gifted programs, particularly in reading, at significantly lower rates when taught by non-Black teachers, a concerning result given the relatively low incidence of assignment to own-race teachers among Black students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01