The Gifted Gap, STEM Education, and Economic Immobility

Autor/inn/en	Crabtree, Lenora M.; Richardson, Sonyia C.; Lewis, Chance W.
Titel	The Gifted Gap, STEM Education, and Economic Immobility
Quelle	In: Journal of Advanced Academics, 30 (2019) 2, S.203-231 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crabtree, Lenora M.) ORCID (Richardson, Sonyia C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X19829749
Schlagwörter	Academically Gifted; STEM Education; Social Mobility; Occupational Mobility; Advanced Placement; Disproportionate Representation; African American Students; Hispanic American Students; Disadvantaged; Poverty; Equal Education; Critical Theory; Systems Approach; Low Income Students; Elementary School Students; Middle School Students; Enrollment; Urban Schools + Suchen Sie Ihr Suchwort? STEM; Soziale Mobilität; Berufliche Mobilität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Armut; Kritische Theorie; Systemischer Ansatz; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Einschulung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Systemic inequities in educational opportunities contribute to reduced economic mobility. Extensive research has documented disproportionality in gifted education at national and state levels. However, limited research examines inequities in gifted education within districts. Informed by critical systems theory (CST), this research provides an analysis of the Gifted Gap in a school district serving a growing metropolitan area with surprisingly limited economic mobility. Results reveal underrepresentation of students experiencing poverty, and Black and Latinx students of all socioeconomic groups in gifted education programs. Inequities in gifted education create systemic barriers including reduced enrollment in Advanced Placement (AP) courses, a factor that impedes college completion and participation in science, technology, engineering, and math (STEM) research and innovation. Reducing gifted education disproportionality is a promising way to increase economic mobility and broaden participation in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01