Uncovering the Underrepresentation of Gifted Students of Color and Indigenous Students: Demystifying the Inequitable Gifted Identification Process in Minnesota’s Gifted Programs
2022-05
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
Uncovering the Underrepresentation of Gifted Students of Color and Indigenous Students: Demystifying the Inequitable Gifted Identification Process in Minnesota’s Gifted Programs
Authors
Published Date
2022-05
Publisher
Type
Thesis or Dissertation
Abstract
In 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.
Description
University of Minnesota Ph.D. dissertation. May 2022. Major: Educational Policy and Administration. Advisor: Peter Demerath. 1 computer file (PDF); ix, 188 pages.
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Isbn identifier
Doi identifier
Previously Published Citation
Suggested citation
LaVanway, Ann. (2022). Uncovering the Underrepresentation of Gifted Students of Color and Indigenous Students: Demystifying the Inequitable Gifted Identification Process in Minnesota’s Gifted Programs. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/259755.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.