Journal Article Critique: Examining the Underrepresentation of Underserved Students in Gifted Programs from a Transformational Leadership Vantage Point
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Journal Article Critique: Examining the Underrepresentation of Underserved Students in Gifted Programs From a Transformational Leadership Vantage Point
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Four research questions guided the course of the study:
1. What factors contribute to the underrepresentation of African American students in gifted and talented programs?
2. Are there differences between African American parents' and regular classroom teachers' perceptions of the characteristics of giftedness and talent in the nomination and identification of gifted African American students?
3. What effects do the experiences of African American parents concerning giftedness have on their perceptions of the child's academic and social outcomes?
4. What are the implications of race and racism in gifted and talented programs for the future identification of gifted African American students?
Experimental Design During the study, the regular classroom teachers and African American parents reviewed and answered a series of 10 questions. A phenomenological study exploring teachers' and African American parents' perceptions of the underrepresentation of gifted African American students, four themes emerged from the study. Those themes are: (a) misperceptions regarding a student's race and ability; (b) the lack of parent awareness programs about issues related to gifted and talented education; (c) the need for professional development training related to the needs of minority gifted students; and (d) issues related to testing and assessment instrumentation.
Summary of Methods
This study was limited to participants living in San Antonio, TX. Twelve regular classroom teachers and 11 African American parents were selected