Ignorance or Indifference? Seeking Excellence and Equity for Under-Represented Students of Color in Gifted Education

Autor/inn/en	Wright, Brian L.; Ford, Donna Y.; Young, Jemimah L.
Titel	Ignorance or Indifference? Seeking Excellence and Equity for Under-Represented Students of Color in Gifted Education
Quelle	In: Global Education Review, 4 (2017) 1, S.45-60 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Minority Group Students; Disproportionate Representation; Excellence in Education; Equal Education; Gifted; Civil Rights; Access to Education; Educational Experience; Accountability; Ethics; Special Education; Statistical Data; African American Students; Hispanic American Students; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lernerfolg; Begabter, Hoch Begabter; Bürgerrechte; Grundrechte; Zivilrecht; Education; Access; Bildung; Zugang; Bildungszugang; Bildungserfahrung; Verantwortung; Ethik; Special needs education; Sonderpädagogik; Sonderschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Lack of access to gifted education is prevalent, yet preventable for Black and Hispanic students. Years of data from the Office for Civil Rights and national reports reveal that deficit thinking, prejudice, and discrimination must be at work, thus compromising the educational experiences of gifted students of color. In this article, the authors share data on under-representation in the U.S., along with contributing factors and recommendations. They rail against both ignorance and indifference explanations, calling instead for accountability and deliberate efforts to desegregate gifted education with both excellence and equity as the driving force. We define equity as being fair, responsive, and impartial, especially for those who have the fewest resources and least advocacy, and who have experienced structural inequality due to historical exclusion. We hope readers will learn from the U.S. context and use that which is relevant for their nation's context. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01