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| Autor/inn/en | Ford, Donna Y.; Moore, James L., III; Scott, Michelle Trotman |
|---|---|
| Titel | Key Theories and Frameworks for Improving the Recruitment and Retention of African American Students in Gifted Education |
| Quelle | In: Journal of Negro Education, 80 (2011) 3, S.239-253 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| Schlagwörter | African American Students; Student Recruitment; Special Education; Academically Gifted; School Holding Power; Disproportionate Representation; Culturally Relevant Education; Multicultural Education; Underachievement; Theories; Racial Identification; Afrocentrism |
| Abstract | An issue of much concern, and under much scrutiny and debate, is the persistent and extensive under-representation of African American students in gifted education. A number of efforts have been proposed and implemented to improve their recruitment and retention, but to little or no avail Progress has been slow or non-existent in many cases. In this article, we propose that several theories and conceptual frameworks can guide educators and decision makers in gaining a better understanding of under-representation. In understanding the barriers to recruitment and retention through the lens of theories and frameworks. we can develop solutions that work. Nine theories and frameworks are presented. (Contains 2 tables and 2 figures.) (As Provided). |
| Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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