ERIC Number: EJ1157355
Record Type: Journal
Publication Date: 2017-Nov
Abstractor: As Provided
Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM
Young, Jemimah L.; Young, Jamaal R.; Ford, Donna Y.
Journal of Advanced Academics, v28 n4 p290-312 Nov 2017
The purpose of this study was to explore the differential effects of access to gifted education on the mathematics and science achievement of fourth-grade Black girls. This study utilized mean difference effect sizes to examine the magnitude of differences between groups. By convention, White girls were included as a comparison group. Girls receiving gifted instruction and girls not receiving gifted instruction were the populations of interest (N = 13,868). The mathematics results suggest that Black girls participating in gifted education statistically significantly outperform Black girls in the comparison group. The mean difference effect sizes for within-group differences were almost twice as large for Black girls compared with White girls. The science results indicate that Black girls receiving gifted instruction outperformed Black girls in the comparison group. White girls, regardless of access to gifted instruction, statistically significantly outperformed Black girls in science. These results inform the recommendations provided.
Descriptors: Gifted, African American Children, STEM Education, Early Childhood Education, Grade 4, Achievement Gap, Effect Size, Comparative Analysis, Student Participation, Statistical Significance, Advantaged, Gender Differences, Racial Differences, Females, Mathematics Achievement, Science Achievement, Access to Education, National Competency Tests
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A