Investigating the Intersection of Poverty and Race in Gifted Education Journals: A 15-Year Analysis

Autor/inn/en	Goings, Ramon B.; Ford, Donna Y.
Titel	Investigating the Intersection of Poverty and Race in Gifted Education Journals: A 15-Year Analysis
Quelle	In: Gifted Child Quarterly, 62 (2018) 1, S.25-36 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986217737618
Schlagwörter	Gifted; Special Education; Periodicals; Journal Articles; Poverty; Race; Content Analysis; Educational Research; Research Reports; Student Recruitment; School Holding Power + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Special needs education; Sonderpädagogik; Sonderschulwesen; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Journal article; Zeitschriftenaufsatz; Armut; Rasse; Abstammung; Inhaltsanalyse; Bildungsforschung; Pädagogische Forschung; Research report; Forschungsbericht
Abstract	Using a two-phase content analysis approach, this study examined how education scholars have discussed the intersection of giftedness, race, and poverty in gifted academic journals from 2000 to 2015. Specifically, the authors explored the following questions: (a) What are the characteristics of studies published that explore the intersection of giftedness, poverty, and students of color? (b) How do scholars discuss and theorize about how to recruit and retain gifted students of color who come from families living in poverty? (c) In what ways do scholars discuss the intersection of race and poverty for gifted students of color? Findings indicated that while studies were focused on students of color, there was limited discussion about the impact of race and poverty on the recruitment and retention of gifted students of color who come from families living in poverty. Implications and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01