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Underrepresentation of African American students in gifted programs has alarmed the Office of Civil Rights. Achievement gaps between children from minority and low-income homes and Caucasian students from middle-high income homes is a pressing concern in the United States. The purpose of this study was to examine the implementation of project-based learning as a school-wide initiative to increase levels of achievement and to recognize potential in a population of students that is typically underserved in gifted programs. Through qualitative case study methodology, the researcher reveals the voices of participants as they explore the effects that the reforms had on their beliefs and practices. The instructional changes altered their perspectives of their students and their total classroom environment. Implications for creating environments that actively engage students and aid teachers in identifying potential are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data were collected during two family outreach events using a semi-structured interview protocol with focus groups. Focus-group interviews were independently coded and analyzed using thematic analysis. Findings revealed challenges and barriers related to accessing enrichment and advanced academic learning opportunities. Some families discussed their personal experiences of racism, bias, and deficit thinking. Overall, themes illustrated how families of color believed they were perceived by educational practitioners and their desire for a sense of belonging and equitable access to high-quality academic programming for their children.
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How we view young children matters. It influences ways we interact with, respond to, and predict outcomes of young children’s learning. We may think about the image of young children through a metaphor of lenses—with what lenses are children viewed? Are they seen as empty vessels to be filled with knowledge, or as competent and curious human beings, ready to explore the world around them? If children are viewed as gifted, or as having potential for advanced or accelerated work, does that change the teaching of and interactions with these children? In this chapter, we focus on young children (ages 3–8, preschool–third grade), excluding, for the most part, the development of infants and toddlers. Preschool-age children enter the world of academia expected to build kindergarten readiness skills. Many preschoolers already demonstrate mastery of academics, and show the need for a different type of preschool curriculum and instruction. However, others come to preschool from homes where English is not spoken, or from homes where parents did not have enough money or time to provide enriched learning experiences (e.g., travel, visits to the library, campouts in the woods). Do teachers view students who can already read and write as more intelligent or more gifted than those who have not yet been exposed to the types of experiences that would nourish and develop literacy and mathematical thinking? How do teachers view young children who are ahead of their peers—gifted, precocious, or advanced? How do those labels impact the teachers’ interactions and expectations of those students? Views and beliefs about people matter. Having high expectations for children impacts their academic achievement, and stereotype threat can influence achievement (Steele, 2011). Stereotype threat occurs when people are or feel themselves to be at risk of confirming negative stereotypes about their identities. In the case of gifted students, who have identities that relate to their intelligence, the way they view their own talents and intelligence impacts not only their achievement, but their willingness to attack challenging problems and grow (Dweck, 2006). Knowing how we think about children impacts our interactions and ultimately their outcomes; therefore, we must be cautious not to project stereotypes, biases, or labels on children. Instead, we must address all children with the intent to learn about them, to connect what they know with new knowledge, and to provide learning contexts that maximize their growth opportunities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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