The Impact of Race and Ethnicity on the Identification Process for Giftedness in Utah

Autor/inn/en	Warne, Russell T.; Anderson, Braydon; Johnson, Alyce O.
Titel	The Impact of Race and Ethnicity on the Identification Process for Giftedness in Utah
Quelle	In: Journal for the Education of the Gifted, 36 (2013) 4, S.487-508 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353213506065
Schlagwörter	Racial Differences; Ethnicity; Talent Identification; Academically Gifted; Disproportionate Representation; School Districts; African American Students; Hispanic American Students; American Indian Students; White Students; Asian American Students; Pacific Islanders; Academic Achievement; Socioeconomic Status; Multiracial Persons; Test Bias; Attitudes; Student Records; Multiple Regression Analysis; Utah + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; Begabtenanalyse; Talentsuche; School district; Schulbezirk; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Schulleistung; Socio-economic status; Sozioökonomischer Status; Mischling; Testkritik; Attitude; Einstellung; Verhalten; Schülerakte
Abstract	Many gifted education experts have found that Black, Hispanic, and Native American students are less likely to be identified for gifted programs than Asian American and White students. A study was conducted to ascertain the degree of underrepresentation of these groups in gifted programs in Utah. Using state-collected data from 14,781 students in six representative school districts in Utah, it was found through multiple logistic regression analysis that there was no statistically significant difference in the likelihoods that Black, Hispanic, or Native American students and White students would be identified as gifted; Asian American and Pacific Islander students were more likely to be identified as gifted than White students. After controlling for academic achievement and SES, it was found that all diverse demographic groups of students were more likely to be identified as gifted than White students, although the differences did not reach statistical significance for multiracial or Native American students. Further research into the nature and causes of disproportionate representation in gifted programs is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10