Nominated for a 2014 NAACP Image Award!
One pervasive educational issue is the national underrepresentation of Black and Hispanic students in gifted education. Virtually every school district is grappling with having too few students from these groups identified as gifted and served in gifted classes and programs. Recruiting and Retaining Culturally Different Students in Gifted Education addresses this long-standing national problem through the dual lens of recruitment and retention. The focus is on how to equitably recruit (screen, refer, and/or assess) culturally different students and, just as importantly, to retain them. Recruitment and retention require providing academic, cultural, and social supports to culturally different students and ensuring that educators are willing and able to address issues and barriers. No time is better than now to address and correct the underachievement albatross, and the focus on recruitment and retention holds the greatest promise.
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 9.00(h) x 0.60(d)|
About the Author
Donna Y. Ford, Ph.D., professor at Vanderbilt University, is an award-winning author in gifted and urban education.
Table of Contents
Introduction: A Mind Is a Terrible Tiling to Waste and Erase 1
Chapter 1 Beyond Colorblindness: Culture and Cultural Differences Among Black and Hispanic Students 13
Chapter 2 Recruitment and Retention: Desegregation and Integration to Address Underrepresentation 35
Chapter 3 Underrepresentation and Equity Formulas: Examining Data and Setting Minimal Goals 55
Chapter 4 Subjectivity and Underrepresentation: The Dangers and Tragedies of Deficit Thinking 83
Chapter 5 Tests as Gatekeepers: Pitfalls and Promises With Recruitment 105
Chapter 6 Policies and Procedures: Culturally Irresponsive 143
Chapter 7 Gifted Programs and the Learning Environment: Retention and Integration 171
Chapter 8 Summary and Conclusions: Journey to Equity-The Future Is Now 201
Appendix A Position Statement: The Role of Assessments in the Identification of Gifted Students 227
Appendix B Position Statement: Identifying and Serving Culturally and Linguistically Diverse Gifted Students 239
Appendix C Position Statement: Snapshot Survey of Gifted Programming Effectiveness Factors 249
About the Author 265