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Williams Leah Dissertation .pdf (799.1 KB)

ETD Abstract Container

Abstract Header

The Inequities of Gifted Identification and Support for "Potentially" Gifted Black Students in an Urban School District in Ohio.

Williams, Leah Theresa
http://orcid.org/0000-0002-5033-5197
http://rave.ohiolink.edu/etdc/view?acc_num=miami1666967351773413

Abstract Details

2022, Doctor of Education, Miami University, Educational Leadership.
Aspects of systemic racism have created a gifted educational system based on de facto segregation, maintained by nationally normed assessments that serve the needs of white privilege. Therefore, a different avenue of identification could be utilized to allow for equity for students of color. This approach was the basis of this research. Finding alternate ways to identify students of color, with an emphasis on Black elementary students, may be one way to create equity in the gifted program in a school district in Ohio and close a twenty-one percent gap in equity in gifted education. The students of color in the district under study have many social, cultural, and developmental challenges that keep them from being identified and participating in gifted programs based on normed standardized tests mandated by the state of Ohio. Utilizing norms as a way to identify potentially gifted students and incorporating them into the gifted program in this district allowed for a closing of the gap of inequities in gifted identification to about one percent. In addition, the inclusion of potentially gifted students based on building norms allowed the gifted program in this district to increase by more than twice the amount and to create equity within this large urban public school district in Ohio. This research may potentially help increase participation in gifted education for students of color and allow for further research in the identification of students for gifted education as well as focus on the use of potential in gifted education programs.
Lucian Szlizewski (Committee Chair)
Sujay Sabnis (Committee Member)
Kate Rousmaniere (Committee Co-Chair)
110 p.
African Americans; African Literature; Educational Leadership; Epistemology; Gifted Education
Equity; Gifted; Identification; Building Norms; GTCrit; Black Boys

Recommended Citations

Citations

  • Williams, L. T. (2022). The Inequities of Gifted Identification and Support for "Potentially" Gifted Black Students in an Urban School District in Ohio. [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1666967351773413

    APA Style (7th edition)

  • Williams, Leah. The Inequities of Gifted Identification and Support for "Potentially" Gifted Black Students in an Urban School District in Ohio. 2022. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1666967351773413.

    MLA Style (8th edition)

  • Williams, Leah. "The Inequities of Gifted Identification and Support for "Potentially" Gifted Black Students in an Urban School District in Ohio." Doctoral dissertation, Miami University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=miami1666967351773413

    Chicago Manual of Style (17th edition)

miami1666967351773413
184
© 2022, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.