Words Are Wind: Using Du Bois and Bourdieu to "Unveil" the Capricious Nature of Gifted and Talented Programs

Autor/inn/en	Montoya, Roberto; Matias, Cheryl E.; Nishi, Naomi W. M.; Sarcedo, Geneva L.
Titel	Words Are Wind: Using Du Bois and Bourdieu to "Unveil" the Capricious Nature of Gifted and Talented Programs
Quelle	In: Journal for Critical Education Policy Studies, 14 (2016) 1, S.127-143 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Gifted; Talent; Minority Group Students; Critical Theory; Race; Disproportionate Representation; Hispanic American Students; Racial Differences; Public Schools; Racial Attitudes; Whites; Inclusion; Cultural Capital; Parent Student Relationship; Achievement Gap; Comparative Analysis; Colorado (Denver) + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Begabung; Hochbegabung; Kritische Theorie; Rasse; Abstammung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Public school; Öffentliche Schule; Rassenfrage; White; Weißer; Inklusion
Abstract	Concerns over students of color gaining access to gifted education programs have persisted for decades; and while numerous educators, policymakers, and researchers have deliberated about the underrepresentation of minority students in gifted education, few articles utilize a theoretical approach explicating this dilemma. This article seeks to fill this void, utilizing Critical Race Theory and Latino Critical Race Theory's counter-story/testimonies to understand and illuminate the capricious nature of gifted and talented programs in Denver Public Schools. Using Bourdieu's notion of cultural capital and Du Bois' analogy of the veil, the article demonstrates the role parents play in accessing gifted and talented programs and details how accessibility perpetuates racial disparities in schools that are lauded as being diverse and inclusive. Also discussed are issues of cultural capital, namely factors that enable and empower white parents and their respective students to remain in primarily white gifted education programs while excluding students of color. Finally, recommendations for changes to gifted and talented programs are offered. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01