Abstract

Particular racial/ethnic and class groups remain underrepresented within gifted and talented education (GATE). However, students who are culturally and linguistically diverse (CLD) or gifted and disabled are also underrepresented but are often excluded from analysis. A cross-sectional design was to evaluate gifted enrollment data gathered by the Office for Civil Rights (OCR). Proportional representation in GATE enrollment assessed students’ race/ethnicity, English Language Learner (ELL) status, and disability status under the Individuals with Disabilities Education Act (IDEA). A one-sample z test of proportions rendered statistically significant disproportionality across all groups evaluated. Results indicate the issue driving disproportionality lies within the theory of intelligence used to measure giftedness in Western school systems and calls for correctly diagnosing the GATE systems’ underlying inequities.

摘要

资优教育（GATE）中，特定的种族/族裔和阶级群体所占的比例仍然不足。但是，文化和语言上各异（CLD）或有天赋和残障的学生的人数也很少，但常常被排除在分析之外。一项横断面设计是要评估民权办公室（OCR）收集的有天赋的入学数据。根据《残疾人教育法》（IDEA），GATE入学中的比例代表评估了学生的种族/民族，英语学习者（ELL）状况和残疾状况。一个样本z比例检验在所有评估组之间具有统计学显着的不成比例性。结果表明，驱动不成比例的问题在于用于测量西方学校系统天赋的智力理论之内，并要求正确诊断GATE系统的根本不平等。