Underrepresentation of Non-white Students in a Secondary Gifted Program: The Students’ Experience
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Non-white students are underrepresented in gifted education. The purpose of this narrative case study is to describe the stories of non-white students who have graduated from the gifted programs in a Midwest suburban district. This study explored the history of gifted education, an examination of gatekeeping measures that denies non-white students admittance to gifted programs, advocacy measures that can be taken to increase the nonwhite representation in gifted education and the role of leaders as change agents in gifted. The case studies of six non-white gifted students that graduated from the Motown school district were the focus of this research and were used to inform this study. The participants of the study were asked to share their experiences while in the gifted program. In addition to their narrative statements, semi-structured interviews were conducted. Demographic questionnaires, artifacts, and school records were collected to provide a thick, rich description of the non-white gifted students’ experience. The stories of the participants were used to inform about their experiences and to advise potential changes that could benefit non-white secondary gifted students.
Table of Contents
Introduction -- Literature review -- Methodology -- Findings -- Discussion and recommendations -- Appendix A. Demographic questionnaire -- Appendix B. Semi-structured interview guide -- Appendix C. FERPA release form -- Appendix D. Consent for participation in a research study -- Appendix E. SS-IRB approval