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ERIC Number: EJ942391
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0022-2984
Key Theories and Frameworks for Improving the Recruitment and Retention of African American Students in Gifted Education
Ford, Donna Y.; Moore, James L., III; Scott, Michelle Trotman
Journal of Negro Education, v80 n3 p239-253 Sum 2011
An issue of much concern, and under much scrutiny and debate, is the persistent and extensive under-representation of African American students in gifted education. A number of efforts have been proposed and implemented to improve their recruitment and retention, but to little or no avail Progress has been slow or non-existent in many cases. In this article, we propose that several theories and conceptual frameworks can guide educators and decision makers in gaining a better understanding of under-representation. In understanding the barriers to recruitment and retention through the lens of theories and frameworks. we can develop solutions that work. Nine theories and frameworks are presented. (Contains 2 tables and 2 figures.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A