東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Underrepresentation of Historica...

Robertson, Donna,

FindBook

Google Book

Amazon

博客來

The Underrepresentation of Historically Minoritized and Low Socioeconomic Students in Gifted and Talented Education Programs /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Underrepresentation of Historically Minoritized and Low Socioeconomic Students in Gifted and Talented Education Programs // Donna Robertson.
作者:	Robertson, Donna,
面頁冊數:	1 electronic resource (190 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31483727
ISBN:	9798383553978

The Underrepresentation of Historically Minoritized and Low Socioeconomic Students in Gifted and Talented Education Programs /
Robertson, Donna,

The Underrepresentation of Historically Minoritized and Low Socioeconomic Students in Gifted and Talented Education Programs /Donna Robertson. - 1 electronic resource (190 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

Known for decades but with minimal change, the underrepresentation of minority and low socioeconomic students in gifted programs has been a concern that needs to be brought to the forefront and addressed. Despite increasing diversity in schools and heightened attention to equity, the ongoing apprehension of underrepresentation remains. This mixed-methods explanatory research aims to delve into the ongoing concern and uncover its underlying causes. The study primarily focuses on the gifted program selection process, particularly the pivotal role of teachers and their impact on student access and opportunity. Study participants, engaged in educating gifted students from kindergarten through fifth grade, were selected through purposive sampling. Efforts were made to include both male and female participants, spanning various age groups, professional backgrounds, and ethnicities, drawn from multiple schools within a large urban school district in Southern California. Data collection methods comprised of an online survey and semi-structured interviews. The data analysis involved a multifaceted approach to extract comprehensive insights from the information gathered to uncover underlying themes and patterns. Manual open coding, cross-tabulation, and constant comparison served as instrumental methodologies used to ensure a thorough examination of both the quantitative and qualitative data collected. Findings from the data gathered reveal disparities in access to gifted education opportunities, with minority and low SES students less likely to be identified and recommended for gifted programs compared to their peers. In addition, findings highlight systemic barriers such as limited funding, biased identification practices, and lack of culturally responsive teaching as significant obstacles to equitable access. By integrating quantitative and qualitative data, this dissertation offers a comprehensive examination of the underrepresentation of minority and low SES students in gifted programs. Recommendations for policy reform, teacher training, and community engagement are proposed based on the findings, with the aim of fostering more inclusive and equitable gifted education practices. Overall, this study contributes to ongoing efforts to address educational inequities and promote diversity and inclusion within gifted education programs.

English

ISBN: 9798383553978Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Socioeconomic students

The Underrepresentation of Historically Minoritized and Low Socioeconomic Students in Gifted and Talented Education Programs /
LDR:03884nmm a22004573i 4500 001 2431499
005 20250616055208.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798383553978
035 $a (MiAaPQD)AAI31483727
035 $a AAI31483727
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Robertson, Donna, $e author. $3 3820339
245 1 0 $a The Underrepresentation of Historically Minoritized and Low Socioeconomic Students in Gifted and Talented Education Programs / $c Donna Robertson.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (190 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
500 $a Advisors: Frey, Nancy Committee members: Marshall, James; Simmons, Erika.
502 $b Ed.D. $c San Diego State University $d 2024.
520 $a Known for decades but with minimal change, the underrepresentation of minority and low socioeconomic students in gifted programs has been a concern that needs to be brought to the forefront and addressed. Despite increasing diversity in schools and heightened attention to equity, the ongoing apprehension of underrepresentation remains. This mixed-methods explanatory research aims to delve into the ongoing concern and uncover its underlying causes. The study primarily focuses on the gifted program selection process, particularly the pivotal role of teachers and their impact on student access and opportunity. Study participants, engaged in educating gifted students from kindergarten through fifth grade, were selected through purposive sampling. Efforts were made to include both male and female participants, spanning various age groups, professional backgrounds, and ethnicities, drawn from multiple schools within a large urban school district in Southern California. Data collection methods comprised of an online survey and semi-structured interviews. The data analysis involved a multifaceted approach to extract comprehensive insights from the information gathered to uncover underlying themes and patterns. Manual open coding, cross-tabulation, and constant comparison served as instrumental methodologies used to ensure a thorough examination of both the quantitative and qualitative data collected. Findings from the data gathered reveal disparities in access to gifted education opportunities, with minority and low SES students less likely to be identified and recommended for gifted programs compared to their peers. In addition, findings highlight systemic barriers such as limited funding, biased identification practices, and lack of culturally responsive teaching as significant obstacles to equitable access. By integrating quantitative and qualitative data, this dissertation offers a comprehensive examination of the underrepresentation of minority and low SES students in gifted programs. Recommendations for policy reform, teacher training, and community engagement are proposed based on the findings, with the aim of fostering more inclusive and equitable gifted education practices. Overall, this study contributes to ongoing efforts to address educational inequities and promote diversity and inclusion within gifted education programs.
546 $a English
590 $a School code: 0220
650 4 $a Educational leadership. $3 529436
650 4 $a Special education. $3 516693
650 4 $a Educational administration. $3 2122799
650 4 $a Gifted education. $3 3172499
650 4 $a Education. $3 516579
653 $a Socioeconomic students
653 $a Kindergarten
653 $a Student access
653 $a Qualitative data
653 $a Gifted programs
690 $a 0449
690 $a 0445
690 $a 0514
690 $a 0515
690 $a 0529
710 2 $a San Diego State University. $b Educational Leadership. $e degree granting institution. $3 3820211
720 1 $a Frey, Nancy $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-01A.
790 $a 0220
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31483727