Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?

Autor/inn/en	Mun, Rachel U.; Ezzani, Miriam D.; Yeung, Glorry
Titel	Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?
Quelle	In: Journal of Advanced Academics, 32 (2021) 4, S.533-566 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mun, Rachel U.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X211021836
Schlagwörter	Parent Participation; Parent Attitudes; Elementary Secondary Education; Academically Gifted; Advocacy; Leadership Responsibility; Parent School Relationship; Talent Identification; Teacher Role; Student Diversity; Barriers; Minority Group Students; Capacity Building; Interpersonal Communication; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Elternmitwirkung; Elternverhalten; Sozialanwaltschaft; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Begabtenanalyse; Talentsuche; Lehrerrolle; Interpersonale Kommunikation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01