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ERIC Number: EJ1138133
Record Type: Journal
Publication Date: 2017-Mar
Pages: 27
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-5984
Teacher and Principal Diversity and the Representation of Students of Color in Gifted Programs: Evidence from National Data
Grissom, Jason A.; Rodriguez, Luis A.; Kern, Emily C.
Elementary School Journal, v117 n3 p396-422 Mar 2017
Students of color are significantly underrepresented in gifted programs relative to their White peers. Drawing on political science research suggesting that public organizations more equitably distribute policy outputs when service providers share characteristics with their client populations, we investigate whether representation of students of color in gifted programs is higher in schools with racially/ethnically diverse teachers and principals. In a nationally representative sample of elementary schools created by merging two waves of data from the Civil Rights Data Collection and the Schools and Staffing Survey, we find that schools with larger numbers of Black teachers or a Black principal have greater representation of Black students in gifted programs. We find a similar relationship for Hispanic teachers and representation of Hispanic students. Further evidence suggests that a critical mass of teachers of color is necessary for teacher race/ethnicity to be associated with higher representation of students of color in gifted programs.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)