ABSTRACT

For the past several decades, issues such as underrepresentation of racial/ethnic minority students in gifted programming, as well as the widening of the existing achievement gap between specific minority and majority groups have persisted. The majority of gifted education researchers studying underrepresentation in gifted programming focus on consequences resulting from a single setting in which the student interacts (e.g. home, school). Consequently, less attention is given to the nested network of interactions between multiple settings that play a role in underrepresentation. It is our goal to examine the existing frameworks that have been used to understand the obstacles faced by students who are underrepresented in their school’s gifted programs. By providing examples of proximal processes and the Process–Person–Context–Time (PPCT) model, we show how Bronfenbrenner’s bioecological systems theory provides the most suitable framework for exploring (1) identification issues for underrepresented minority students with gifted capabilities who have not been formally identified for gifted programming and (2) challenges faced by underrepresented minority students who have participated in a gifted program after having been formally identified as gifted. Research and educational implications are discussed.

摘要

在过去的几十年中，诸如种族/族裔少数族裔学生在有天赋的节目中的代表性不足，以及特定少数族裔和多数族裔之间现有的成就差距不断扩大等问题一直存在。大多数研究资优程序中代表性不足的资优教育研究人员都将重点放在学生互动的单一环境（例如，家庭，学校）所导致的后果上。因此，较少关注那些在代表性不足中起作用的多个设置之间的嵌套交互网络。我们的目标是研究现有的框架，这些框架用于了解在学校的优才课程中代表性不足的学生所面临的障碍。通过提供近端过程和过程-人员-上下文-时间（PPCT）模型的示例，我们展示了布朗芬布伦纳（Bronfenbrenner）的生物生态系统理论如何为探索（1）尚未正式确定资优计划的，具有天赋才能的代表性不足的少数族裔学生的识别问题以及（2）参与了一项计划的代表性不足的少数族裔学生所面临的挑战提供了最合适的框架正式确定为优才后的优才程序。讨论了研究和教育意义。