Literaturnachweis - Detailanzeige
| Autor/in | Ford, Donna Y. |
|---|---|
| Titel | Underrepresentation of African American and Hispanic Students in Gifted Education: Impact of Social Inequality, Elitism, and Colorblindness |
| Quelle | (2014), (26 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | African American Students; Hispanic American Students; Academically Gifted; Disproportionate Representation; Social Bias; Racial Bias; Student Diversity; Equal Education |
| Abstract | This chapter examines underrepresentation among African American and Hispanic students in gifted education using the perfect storm analogy, arguing that social inequality, elitism, and colorblindness are three forces that contribute to the poor presence of these groups in gifted education. Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity. Underrepresentation is placed under the larger issues of achievement gaps, and inequitable school practices, specifically de jure segregation. Models and discussions of social inequality, elitism, and colorblindness are presented to explain that the magnitude of underrepresentation is beyond statistical chance and a function of decision makers' attitudes and beliefs grounded in deficit paradigms. The primary theses and admonitions are that gifted education underrepresentation is counterproductive in such a culturally different nation, and that desegregating gifted education is nonnegotiable. Suggestions for desegregating gifted education and eliminating inequities are provided. [For the complete volume, "Gifted Education: Current Perspectives and Issues. Advances in Special Education. Volume 26," see ED591918.] (As Provided). |
| Anmerkungen | Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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