Effect of Children's Ethnicity on Teachers' Referral and Recommendation Decisions in Gifted and Talented Programs

Elhoweris, Hala; Mutua, Kagendo; Alsheikh, Negmeldin; Holloway, Pauline

doi:10.1177/07419325050260010401

Cited by 97 publications

(71 citation statements)

References 33 publications

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“…Some of this gap may be due to differences in measured cognitive ability of students from different backgrounds and biases in these measures. However, the standard processes for gifted screening are based on teacher and parent referrals, and there is evidence of underreferral of qualified students from disadvantaged backgrounds-suggesting that teacher/ parent discretion in the referral process may be a further barrier (3)(4)(5)(6)(7). If so, then a comprehensive and objective screening program might be able to raise gifted participation rates among underserved groups by increasing their referral rates for gifted evaluation.…”

mentioning

confidence: 99%

Universal screening increases the representation of low-income and minority students in gifted education

Card

Giuliano

2016

Proc. Natl. Acad. Sci. U.S.A.

126

130

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Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.

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mentioning

confidence: 99%

Universal screening increases the representation of low-income and minority students in gifted education

Card

Giuliano

2016

Proc. Natl. Acad. Sci. U.S.A.

126

130

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“…Because approaches for identifying children with high potential have been known to overlook students from disadvantaged families (Card & Giuliano, 2015;Elhoweris, Mutua, Alsheikh, & Holloway, 2005), Card and Giuliano (2015) recently studied a newly adopted universal screening program in one school district for its third-grade gifted-and-talented programs and found that universal screening increased the representation of economically disadvantaged and minority students in this district's gifted-and-talented programs. In particular, "with no change in the minimum standards for gifted status, the screening program led to a 180% increase in the gifted rate among all disadvantaged students, with a 130% increase for Latino students and an 80% increase for black students" (Card & Giuliano, 2015, p. 20).…”

Section: Discussionmentioning

confidence: 99%

Public Pre-K and Test Taking for the NYC Gifted-and-Talented Programs

Weinberg

2016

Educational Researcher

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The New York City Department of Education (NYC DOE) gifted-and-talented programs aim to support all students of exceptional learning potential within the public school system. Using proprietary data made available to us by the NYC DOE, we show, however, that substantial disparities exist in the rates of gifted-and-talented admission test taking, the first step in the process of accessing these more challenging educational opportunities. While Black and Latino/a students take the test for gifted-and-talented admission at substantially lower rates than their White and Asian counterparts, we find the disparity to be significantly less for those enrolled in public prekindergarten programs. We likewise find similar results when comparing other subgroups defined by students' family, borough, and neighborhood characteristics. These results suggest that public prekindergarten gifted-and-talented attendance could have played a role in ameliorating the gaps in test taking by providing greater access to information about the gifted-and-talented programs across subgroups of students.Keywords: early childhood; educational policy; equity; gifted and talented education; gifted education; hierarchical linear modeling; preschool equity research; public pre-K; regression analyses; social stratification; urban education FEATURE ARTICLES JANUARY/FEBRUARY 2016 37 subject matter knowledge, and challenging coursework, which are known to be related to student learning (Goldhaber & Brewer, 1997;Meyer, 1999;Phillips, 1997;Phillips & Chin, 2004;Rivkin, Hanushek, & Kain, 1998;Tach & Farkas, 2006). In the interest of equity, these findings point to the importance of designing challenging educational opportunities and academic programs within the public school sector that are designed for students from all population subgroups. One answer to fostering academic equity among high achievers is the public availability of challenging educational programs for students with exceptional ability across all ethnic and social class backgrounds.Gifted-and-talented education programs emphasize identifying students as gifted and talented based on their learning potential through a psychometric assessment of the students' cognitive ability and school readiness at a young age and provide such students with specialized instruction so as to enable them to be educated to their full potential (Subotnik, Olszewski-Kubilius, & Worrell, 2011). Compared to programs that select students at later grades based on their achievement to date, by identifying students early on in elementary school, gifted-and-talented programs may hold even greater promise for promoting children from all backgrounds to reach their full academic potential and for shrinking the reported disparities that exist with respect to college application, enrollment, and graduation.As we show in this article, however, there is an equally compelling need to create a public awareness of such educational opportunities to ensure that students from all population subgroups have equitable access to them. Us...

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“…Au mieux, elle diminuerait les effets des gènes et tendrait vers l'égalité, ce qui signifie que l'école n'est nullement à blâmer pour l'échec scolaire, qui demeure individuel. Pourtant, toute une série d'études, en sociologie de l'éducation notamment, démontre le rôle des acteurs scolaires dans les parcours et dans la réussite des élèves, notamment à travers les épreuves utilisées (Bourdieu et Passeron, 1964, 1970, le recours à des filières différenciées (Mehan, Hertweck et Meihls, 1986 ;Rosenbaum, 1976), les interactions au sein même de l'école (Willis, 2011), les attentes des intervenants envers les élèves (Elhoweris, Mutua, Alsheikh et Holloway, 2005) et l'avènement de nouvelles catégories toujours plus psychologisantes (Lignier, 2012). Finalement, il nous apparait de la responsabilité des acteurs de l'éducation, tant les chercheurs que les intervenants et enseignants, de refuser les analyses qui enferment les individus dans des catégories fixes, qu'elles proviennent de la biologie ou de la classe sociale.…”

Section: La Méritocratie éClairée Et La Gestion Des Risques à L'écoleunclassified

Au-delà des déterminismes biologique et classiste dans l’explication des inégalités scolaires

Goyer

Borri-Anadón

2017

mje

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Cette critique appartient à une série de trois articles de la section Forum sur le livre de Barnes (2016), Are They Rich Because They’re Smart? Elle analyse les arguments dont Barnes se sert pour déconstruire le point de vue défendu par Herrstein et Murray (1994) dans The Bell Curve. Pour Barnes, le discours de Herrstein et Murray remplit une fonction politique, et non scientifique : il sert à justifier, avec des arguments biologiques faux, les inégalités économiques dont la soi-disant méritocratie profite, alors que l’explication des inégalités socioéconomiques et culturelles est sociopolitique. La réponse de Barnes, centrée sur la lutte des classes sociales, minimise toutefois le rôle des pratiques et des interactions des agents dans l’analyse des rapports sociaux inégalitaires.This critique is part of a three-article series in the MJE Forum section on Barnes’ book (2016) Are They Rich Because They’re Smart? It analyzes Barnes’ deconstruction of Herrstein and Murray’s (1994) The Bell Curve. According to Barnes, Herrstein and Murray’s analysis serves a political rather than a scientific purpose by relying on false biological claims to justify economical inequalities benefiting the so-called meritocracy, while socio-economic and cultural inequalities are rooted in socio-political factors. However, in his response centered on class struggles, Barnes minimizes the role of practices and interactions in his analysis of social inequalities

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Effect of Children's Ethnicity on Teachers' Referral and Recommendation Decisions in Gifted and Talented Programs

Cited by 97 publications

References 33 publications

Universal screening increases the representation of low-income and minority students in gifted education

Universal screening increases the representation of low-income and minority students in gifted education

Public Pre-K and Test Taking for the NYC Gifted-and-Talented Programs

Au-delà des déterminismes biologique et classiste dans l’explication des inégalités scolaires

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