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Uncovering the Underrepresentation of Gifted Students of Color and Indigenous Students: Demystifying the Inequitable Gifted Identification Process in Minnesota's Gifted Programs- [electronic resource]
Uncovering the Underrepresentation of Gifted Students of Color and Indigenous Students: Demystifying the Inequitable Gifted Identification Process in Minnesota's Gifted Programs- [electronic resource]
상세정보
- 자료유형
- 학위논문
- Control Number
- 0016931118
- International Standard Book Number
- 9798380410328
- Dewey Decimal Classification Number
- 379
- Main Entry-Personal Name
- LaVanway, Ann Jenkin.
- Publication, Distribution, etc. (Imprint
- [S.l.] : University of Minnesota., 2022
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2022
- Physical Description
- 1 online resource(200 p.)
- General Note
- Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
- General Note
- Advisor: Demerath, Peter.
- Dissertation Note
- Thesis (Ph.D.)--University of Minnesota, 2022.
- Restrictions on Access Note
- This item must not be sold to any third party vendors.
- Summary, Etc.
- 요약In Minnesota, most Students of Color and Indigenous Students are identified as gifted at rates lower than their White peers. Despite the presence of state level legislation and a state level budget for gifted education, school districts across Minnesota fall short in identifying many students who identify as Black, Indigenous, and People of Color (BIPOC). This mixed methods study was conducted via an online survey and group interviews of members of the Minnesota Council for the Gifted and Talented and a gifted school located in the Twin Cities metro area. Preliminary findings suggest that parental advocacy plays a meaningful role in gifted identification as well as accessing gifted programming for P-12 students. Available social capital and cultural capital influence the ways in which family members of gifted students navigate the identification process. For many families, this includes knowing who to ask for support, what questions to ask, and pursuing resources outside of the school or district with their own time and money. The lack of transparency regarding gifted identification combined with a lack of teacher training and inadequate policy lead to a murky identification process which negatively impacts BIPOC students and must be scrutinized to make gifted education more accessible via revised policy and updated, inclusive identification practices.
- Subject Added Entry-Topical Term
- Gifted education.
- Subject Added Entry-Topical Term
- Education policy.
- Subject Added Entry-Topical Term
- Gender studies.
- Subject Added Entry-Topical Term
- Individual & family studies.
- Index Term-Uncontrolled
- Educational equity
- Index Term-Uncontrolled
- Family involvement
- Index Term-Uncontrolled
- Indigenous students
- Index Term-Uncontrolled
- White peers
- Index Term-Uncontrolled
- Inadequate policy
- Added Entry-Corporate Name
- University of Minnesota Educational Policy and Administration
- Host Item Entry
- Dissertations Abstracts International. 85-03A.
- Host Item Entry
- Dissertation Abstract International
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:639890
MARC
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■007cr#unu||||||||
■020 ▼a9798380410328
■035 ▼a(MiAaPQ)AAI29213485
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aLaVanway, Ann Jenkin.
■24510▼aUncovering the Underrepresentation of Gifted Students of Color and Indigenous Students: Demystifying the Inequitable Gifted Identification Process in Minnesota's Gifted Programs▼h[electronic resource]
■260 ▼a[S.l.]▼bUniversity of Minnesota. ▼c2022
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2022
■300 ▼a1 online resource(200 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: A.
■500 ▼aAdvisor: Demerath, Peter.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2022.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aIn Minnesota, most Students of Color and Indigenous Students are identified as gifted at rates lower than their White peers. Despite the presence of state level legislation and a state level budget for gifted education, school districts across Minnesota fall short in identifying many students who identify as Black, Indigenous, and People of Color (BIPOC). This mixed methods study was conducted via an online survey and group interviews of members of the Minnesota Council for the Gifted and Talented and a gifted school located in the Twin Cities metro area. Preliminary findings suggest that parental advocacy plays a meaningful role in gifted identification as well as accessing gifted programming for P-12 students. Available social capital and cultural capital influence the ways in which family members of gifted students navigate the identification process. For many families, this includes knowing who to ask for support, what questions to ask, and pursuing resources outside of the school or district with their own time and money. The lack of transparency regarding gifted identification combined with a lack of teacher training and inadequate policy lead to a murky identification process which negatively impacts BIPOC students and must be scrutinized to make gifted education more accessible via revised policy and updated, inclusive identification practices.
■590 ▼aSchool code: 0130.
■650 4▼aGifted education.
■650 4▼aEducation policy.
■650 4▼aGender studies.
■650 4▼aIndividual & family studies.
■653 ▼aEducational equity
■653 ▼aFamily involvement
■653 ▼aIndigenous students
■653 ▼aWhite peers
■653 ▼aInadequate policy
■690 ▼a0445
■690 ▼a0733
■690 ▼a0458
■690 ▼a0628
■71020▼aUniversity of Minnesota▼bEducational Policy and Administration.
■7730 ▼tDissertations Abstracts International▼g85-03A.
■773 ▼tDissertation Abstract International
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2022
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16931118▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
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