Gifted Programming for Poor or Minority Urban Students: Issues and Lessons Learned

Autor/inn/en	Olszewski-Kubilius, Paula; Thomson, Dana L.
Titel	Gifted Programming for Poor or Minority Urban Students: Issues and Lessons Learned
Quelle	In: Gifted Child Today, 33 (2010) 4, S.58-64 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
Schlagwörter	Urban Schools; Academically Gifted; Economically Disadvantaged; Academic Achievement; Minority Group Children; Poverty; Socioeconomic Influences; Disproportionate Representation; Achievement Gap; Psychological Patterns; Social Problems; Family Influence + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Armut; Sozioökonomischer Faktor; Social problem; Soziales Problem
Abstract	Gaps in the achievement between poor and more advantaged children and minority and nonminority students of all ages continue to be the most central problem in the field of education. Achievement differences by racial/ethnic group and socioeconomic status (SES) level are especially pronounced and pervasive within the major urban school districts in the United States, although such disparities are not limited to these settings and are found in large suburban districts located close to major cities as well. In addition, poor children, minority children, and poor minority children are underrepresented in gifted programs. This article presents an overview of many of the issues that confront poor or minority gifted urban students. It offers suggestions for those who develop interventions for gifted urban students based on the authors' experiences with a number of projects that serve these students. (ERIC).
Anmerkungen	Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10