NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ919554
Record Type: Journal
Publication Date: 2011-Jul
Pages: 34
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0162-3532
School Teacher Perceptions of Barriers that Limit the Participation of African American Males in Public School Gifted Programs
Hargrove, Brenda H.; Seay, Sandra E.
Journal for the Education of the Gifted, v34 n3 p434-467 Jul 2011
This study used data from questionnaires completed by teachers employed in North Carolina schools (N = 370) to determine if teachers felt that non-school-related or school-related factors served as barriers that limited the number of African American male children from participating in gifted programs. The majority of the teachers taught 3rd- to 5th-grade students. African American, Hispanic, and other minority teachers accounted for 29.8% of the teachers. White teachers identified barriers that were not related to school personnel, practices, or policies. Minority teachers identified both school-related and non-school-related factors as major barriers. No differences were found on barriers identified by teachers who had exposure to gifted development activities and those who did not. Recommendations for engaging teachers' commitment to African American male student learning through professional development programming are described. (Contains 4 tables.)
Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina