Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM

Autor/inn/en	Young, Jemimah L.; Young, Jamaal R.; Ford, Donna Y.
Titel	Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM
Quelle	In: Journal of Advanced Academics, 28 (2017) 4, S.290-312 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X17730549
Schlagwörter	Gifted; African American Children; STEM Education; Early Childhood Education; Grade 4; Achievement Gap; Effect Size; Comparative Analysis; Student Participation; Statistical Significance; Advantaged; Gender Differences; Racial Differences; Females; Mathematics Achievement; Science Achievement; Access to Education; National Competency Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; STEM; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 04; 4. Schuljahr; Schuljahr 04; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterkonflikt; Rassenunterschied; Weibliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Access; Bildung; Zugang; Bildungszugang
Abstract	The purpose of this study was to explore the differential effects of access to gifted education on the mathematics and science achievement of fourth-grade Black girls. This study utilized mean difference effect sizes to examine the magnitude of differences between groups. By convention, White girls were included as a comparison group. Girls receiving gifted instruction and girls not receiving gifted instruction were the populations of interest (N = 13,868). The mathematics results suggest that Black girls participating in gifted education statistically significantly outperform Black girls in the comparison group. The mean difference effect sizes for within-group differences were almost twice as large for Black girls compared with White girls. The science results indicate that Black girls receiving gifted instruction outperformed Black girls in the comparison group. White girls, regardless of access to gifted instruction, statistically significantly outperformed Black girls in science. These results inform the recommendations provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01