Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs

AERA Open

Jason A. Grissom¹ 

关键词: gifted education;    equity;    teachers;    race;    school context;   

DOI  :  10.1177/2332858415622175

学科分类：发展心理学和教育心理学

来源: Sage Journals

【 摘 要 】

Students of color are underrepresented in gifted programs relative to White students, but the reasons for this underrepresentation are poorly understood. We investigate the predictors of gifted assignment using nationally representative, longitudinal data on elementary students. We document that even among students with high standardized test scores, Black students are less likely to be assigned to gifted services in both math and reading, a pattern that persists when controlling for other background factors, such as health and socioeconomic status, and characteristics of classrooms and schools. We then investigate the role of teacher discretion, leveraging research from political science suggesting that clients of government services from traditionally underrepresented groups benefit from diversity in the providers of those services, including teachers. Even after conditioning on test scores and other factors, Black students indeed are referred to gifted programs, particularly in reading, at significantly lower rates when taught by non-Black teachers, a concerning result given the relatively low incidence of assignment to own-race teachers among Black students.

【 授权许可】

CC BY-NC