ERIC Number: EJ1020278
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Reference Count: 34
Recognizing Academic Potential in Students of Color: Findings of U-STARS~PLUS
Harradine, Christine C.; Coleman, Mary Ruth B.; Winn, Donna-Marie C.
Gifted Child Quarterly, v58 n1 p24-34 Jan 2014
Students of color are often underrepresented in academic programs for gifted and talented students. This study explored the impact of The Teacher's Observation of Potential in Students (TOPS) tool on teachers' ability to systematically observe and document the academic strengths of 5-to 9-year-old students across nine domains. Teachers indicated that without the TOPS, they would have overlooked the academic potential of 22% (1,741) of their children of color and 53% of African American boys, in particular. After using the TOPS, a majority of the teachers (74%) felt they could more readily recognize high-potential students from culturally or linguistically different and economically disadvantaged families. Barriers that might have kept teachers from seeing students' strengths were also examined. Results indicate two statistically significant relationships between teacher race and perceptions of student behavior. This study has implications for supporting teachers' more effective identification of strengths in all children.
Descriptors: Academically Gifted, Disproportionate Representation, Correlation, Student Behavior, Academic Ability, Teacher Attitudes, Barriers, Observation, Hispanic American Students, African American Students, Measures (Individuals), Teacher Surveys, Racial Differences, Gender Differences, Academic Achievement, Statistical Analysis, Talent Identification, Young Children, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: North Carolina