Date

6-2021

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Gail Collins

Keywords

gifted, gifted education, African American, male students, underrepresented, unidentified

Disciplines

Education | Elementary Education

Abstract

The purpose of this multicase study was to develop an understanding of educators’ perspectives of African American male students being the least identified and represented in the gifted and talented program at two elementary schools. The theories that guided this study were the expectancy-value theory and the social cognitive theory. Given the purpose of this study, the following central research question framed this study: What are educators’ perspectives on African American male students being the least identified and represented in the gifted and talented program at the elementary level? The participants who took part in this study were 10 teachers who have taught or were currently teaching fourth or fifth grade. The three data collection methods included interviews, focus groups, and educators’ letters to other educators sharing their approach to how they motivated and inspired African American male students to rise above stereotype and perform to their ability. The data were analyzed using cross-case analysis methodology; the analysis employed member checking, peer review, triangulation, and an audit trail to ensure trustworthy findings. Four major themes emerged: systemic issues, hindrances, commitments and responsibilities, and self-efficacy. It is perceived that African American male students lack representation in gifted and talented programs because some educators refuse to acknowledge their own biases and negative attitudes toward African American male students. The identification process is heavily flawed, relying on standardized assessments, and favors students with a middle-class background. The study concluded with recommendations to school divisions, policymakers, and educators.

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