Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

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Autor/inn/en	Winsler, Adam; Gupta Karkhanis, Deepti; Kim, Yoon Kyong; Levitt, Jerome
Titel	Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs
Quelle	In: Urban Review: Issues and Ideas in Public Education, 45 (2013) 4, S.416-447 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-013-0259-0
Schlagwörter	African American Students; Males; Disproportionate Representation; Academically Gifted; Longitudinal Studies; Low Income Groups; Preschool Children; Elementary School Students; Family Characteristics; Student Characteristics; Institutional Characteristics; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Talent Identification; Access to Education; Equal Education; Multiple Regression Analysis; Age Differences; Cognitive Ability; Psychomotor Skills; Child Behavior; Emergent Literacy; School Readiness; English (Second Language); Language Usage; Grades (Scholastic); Scores; Standardized Tests; Predictor Variables; School Entrance Age; Florida + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Begabtenanalyse; Talentsuche; Education; Access; Bildung; Zugang; Bildungszugang; Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Psychomotorische Aktivität; Frühleseunterricht; Readiness for school; School ability; Schulreife; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Notenspiegel; Standadised tests; Standardisierter Test; Prädiktor; Einschulungsalter
Abstract	Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5%) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15% of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10