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HOW TEACHER PARTICIPATION IN THE IDENTIFICATION PROCESS IMPACTS
THE UNDERREPRESENTATION OF MINORITY STUDENTS IN GIFTED
PROGRAMS
by
Afia Nini Hemphill
______________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2009
Copyright 2009 Afia Nini Hemphill
Object Description
| Title | How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs |
| Author | Hemphill, Afia Nini |
| Author email | anhemphi@usc.edu; anh3319@lausd.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2009-09-08 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-10-20 |
| Advisor (committee chair) | Baca, Reynaldo |
| Advisor (committee member) |
Kaplan, Sandra Fischer, Linda |
| Abstract | In previous decades, the nation was concerned with identifying the “best and the brightest” and providing them with the best education possible. However, little has been done to ensure that children from diverse backgrounds are fairly represented in programs for the gifted. This study investigates the teachers’ role in sustaining the under-representation of minority students in gifted programs based on their inability to effectively nominate such students for gifted programs. The findings will help inform educators of how critical personal ideologies, lack of proper training and limited focus and support from school leadership can influence the decisions for recommendations of diverse children for gifted programs. |
| Keyword | gifted minorities; nomination; referral; teacher; under-representation |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2662 |
| Rights | Hemphill, Afia Nini |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Hemphill-3274 |
| Archival file | uscthesesreloadpub_Volume56/etd-Hemphill-3274.pdf |
Description
| Title | Page 1 |
| Full text | HOW TEACHER PARTICIPATION IN THE IDENTIFICATION PROCESS IMPACTS THE UNDERREPRESENTATION OF MINORITY STUDENTS IN GIFTED PROGRAMS by Afia Nini Hemphill ______________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2009 Copyright 2009 Afia Nini Hemphill |
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