The Nouveau Talented Tenth: Envisioning W.E.B. Du Bois in the Context of Contemporary Gifted and Talented Education

Autor/inn/en	Ford, Donna Y.; Wright, Brian L.; Sewell, Christopher J. P.; Whiting, Gilman W.; Moore, James L., III
Titel	The Nouveau Talented Tenth: Envisioning W.E.B. Du Bois in the Context of Contemporary Gifted and Talented Education
Quelle	In: Journal of Negro Education, 87 (2018) 3, S.294-310 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.87.3.0294
Schlagwörter	Academically Gifted; Equal Education; African American Students; Access to Education; Disproportionate Representation; Racial Bias; Racial Discrimination; Student Participation; Desegregation Litigation; School Desegregation; Educational History; United States History; African American History; Ethnicity; Racial Identification; Educational Policy; Elementary Secondary Education; Preschool Education + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Racial discrimination; Rassismus; Racial bias; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Integrative Schule; History of education; Bildungsgeschichte; Ethnizität; Politics of education; Bildungspolitik; Pre-school education; Vorschulerziehung
Abstract	Similar to W.E.B. Du Bois, we believe that access to educational opportunities is a fundamental right that should be provided to all Americans, regardless of race, ethnicity, or national origin. Too often, however, the educational experiences for Black students are significantly uneven in comparison to other demographic groups. These students commonly do not have access to advanced curricula, courses, programs, facilities, and teachers--important factors regarded as the hallmark for receiving a quality pre-K-12 education. To this end, the authors critically investigated the under-representation of Black students in gifted and talented programs in the United States. Using data from the 2015-16 Office for Civil Rights, Civil Rights Data Collection, the authors discovered, again, negative gifted and talented trends among Black students, suggesting that racial discrimination and bias may significantly contribute to their low participation in such advanced academic programs. We link the findings to the court decisions of Brown v. Board of Education of Topeka, Kansas and McFadden v. Board of Education for Illinois School District U-46. Recommendations for dismantling the under-representation or low representation of Black students in gifted and talented are offered. (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	2020/1/01