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The intersection of gender equity and gifted elementary education: does numerical parity tell the whole story?

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Title	The intersection of gender equity and gifted elementary education: does numerical parity tell the whole story?
Author	Grossman, Loren Ricki
Author email	lrg@ix.netcom.com
Degree	Doctor of Education
Document type	Dissertation
Degree program	Education (Leadership)
School	Rossier School of Education
Date defended/completed	2008-04-29
Date submitted	2008
Restricted until	Unrestricted
Date published	2008-06-10
Advisor (committee chair)	Stromquist, Nelly P.
Advisor (committee member)	Shakhbagova, Julietta Love, Laurie
Abstract	Gender equity affects the delivery of gifted education services to girls and boys. This is a case study utilizing naturalistic inquiry; inductive, deductive, and thematic analyses were conducted using a mixed methodological triangulation and analytical approach: qualitative (purposefully sampled interviews, classroom observations, and artifact descriptions) and quantitative (databases and student rosters). Four research questions were investigated: What kinds of gender-related interventions are currently in place? How do schools identify and serve gifted students, including those who are twice-exceptional? Does gender play a role in either the selection or treatment of gifted students? Are the current gender-related interventions "effective" in the selection of girls and boys for gifted identification and services; i.e., is there an approximate numerical gender parity between the numbers of girls and boys who are identified as gifted, and are girls and boys treated equally with respect to the provision of the gifted services which they receive? Key gender equity findings were: Title IX and gender equity training for teachers is inconsistent; texts may not have gender-equitable representations, as well as technology and engineering not being covered in science; and, teachers and administrators felt that there were innate gender differences in girls' and boys' behavior, e.g., girls tended to be quiet and on task and to jump rope and do crafts on the school yard, while boys tended to be more violent and to be placed in special education and to dominate sports.; Key gender equity findings were: Title IX and gender equity training for teachers is inconsistent; texts may not have gender-equitable representations, as well as technology and engineering not being covered in science; and, teachers and administrators felt that there were innate gender differences in girls' and boys' behavior, e.g., girls tended to be quiet and on task and to jump rope and do crafts on the school yard, while boys tended to be more violent and to be placed in special education and to dominate sports. Key findings on the gifted were: differentiation is insufficient for the highly gifted, even at a school with academic press or optimism; and, in response to stereotype threat, girls are less likely to be selected for intellectual testing and to be identified through the Raven test as highly gifted. Recommendations include: mandatory testing on Title IX and gender equity for teacher certification; conducting a disparate impact statistical analysis on how the Raven fails to identify girls as highly gifted; reinstatement of gifted credentialing; and, offering early identification, course compacting/acceleration, and specialized school options for the highly gifted. Failure to identify and serve the highly gifted is a loss of our nation-state’s intellectual capital and patrimony.
Keyword	Gender equity; Title IX; highly gifted; Raven; stereotype threat; academic press or optimism; twice-exceptional
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
Type	texts
Legacy record ID	usctheses-m1261
Rights	Grossman, Loren Ricki
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-Grossman-20080610
Archival file	uscthesesreloadpub_Volume29/etd-Grossman-20080610.pdf