No Blacks Allowed: Segregated Gifted Education in the Context of "Brown v. Board of Education"

Autor/inn/en	Ford, Donna Y.; King, Robert A., Jr.
Titel	No Blacks Allowed: Segregated Gifted Education in the Context of "Brown v. Board of Education"
Quelle	In: Journal of Negro Education, 83 (2014) 3, S.300-310 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Desegregation Litigation; School Desegregation; Academically Gifted; African American Students; Disproportionate Representation; Racial Bias; Racial Discrimination; Access to Education; Equal Education; Achievement Gap; Court Litigation; Cultural Influences; Educational Equity (Finance); Enrollment Trends; Civil Rights; Teacher Competencies; Illinois; United States + Suchen Sie Ihr Suchwort? Integrative Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Racial bias; Education; Access; Bildung; Zugang; Bildungszugang; Rechtsstreit; Cultural influence; Kultureinfluss; Bürgerrechte; Grundrechte; Zivilrecht; Lehrkunst; USA
Abstract	This article examines the under-representation of Black students in gifted education, asserting that social inequalities (e.g., prejudice and discrimination) contribute to segregated gifted education programs. Under-representation trends are presented for gifted education, along with methods for calculating under-representation and then inequity goals. Philosophically, this article is grounded in disparate impact discourse, where outcome is more cogent than intent. Denying access to gifted education based on race is immoral and illegal. Pragmatically, under-representation is couched under the larger and more comprehensive achievement gaps and inequities in school settings with implications for de jure segregation. We discuss the under-representation of Black students in gifted education with "Brown v. Board of Education" as the legal foundation and then focus briefly on a recent court case in gifted education ("McFadden v. Board of Education for Illinois School District U-46") for a contemporary point of discussion. Recommendations for desegregating gifted education for Black students regarding attitudes, instruments, and policies and procedures are provided. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01