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Hispanic and Latinx Youth with Gifts and Talents: Access, Representation, and Missingness in Gifted Education Across the United States

Gray, Anne ; Gentry, Marcia

Journal of Latinos and education, 2024-03, Vol.23 (2), p.708-724 [Periódico revisado por pares]

Philadelphia: Routledge

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  • Título:
    Hispanic and Latinx Youth with Gifts and Talents: Access, Representation, and Missingness in Gifted Education Across the United States
  • Autor: Gray, Anne ; Gentry, Marcia
  • Assuntos: Disproportionate Representation ; Educational Policy ; equity ; Gifted ; Gifted education ; Hispanic ; Hispanic American Students ; Hispanic students ; identification ; Latino ; Students ; Talent
  • É parte de: Journal of Latinos and education, 2024-03, Vol.23 (2), p.708-724
  • Descrição: To what extent are Hispanic and Latinx students with gifts and talents proportionally identified? To what extent are they missing from identification (ID) due to lack of access or underidentification? This study used the Office of Civil Rights data for the years 2000, 2011-2012, 2013-2014, and 2015-2016 to investigate national and state underrepresentation of Latinx youth with gifts and talents. Schools were examined separately by Title I and non-Title I status and by locale (city, suburb, town, rural) to determine whether poverty concentration and/or school locale matter in the ID of Latinx youth. Lack of access to ID was not a major contributing factor to the underrepresentation of these students. Rather, it was the chronic underidentification of Latinx students, regardless of school Title I status or school locale. In 2015-2016 there were 588,891 Latinx students identified with gifts and talents, with between 658,544 (52.79%) and 1,164,363 (66.41%) gifted Latinx youth missing from ID. Across the United States, students with gifts and talents who are Latinx are experiencing discriminatory gifted education policies and practices.
  • Editor: Philadelphia: Routledge
  • Idioma: Inglês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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