Gifted African American girls: The identification process, experiences and perspectives [electronic resource]
說明
158 p
附註
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2898
Thesis (Ed.D.)--La Sierra University, 2007
This study examines the process of identifying African American girls in gifted education at the elementary, intermediate and high school levels in an urban, public school district. The shared experiences and perspectives of gifted African American girls, parents, teachers and administrators were studied as they related to the identification process
Processes used by the district were looked at in relation to the total student population of African American girls to the number of African American girls at the elementary, intermediate and high school levels in the gifted education program. This study also discusses teacher and parent perspectives related to the success of African American students. By examining the process that affected the success of African American students, it provided input on how perspectives of parents and teachers affected student success. Teacher views affected the gifted education identification process, which influenced the number of African American girls identified for the gifted education program. Demographic data revealed that African American girls are under represented in gifted education programs in the district, county and state
