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The under-referral of African American boys to gifted programs

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The under-referral of African American boys to gifted programs

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Content Running head: AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 1

THE UNDER-REFERRAL OF AFRICAN AMERICAN BOYS TO GIFTED PROGRAMS

by

Lester D. Powell

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2019

Copyright 2019 Lester D. Powell

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 2
ACKNOWLEDGEMENTS
Participating in this research projects has been an amazing experience. Dr. Kaplan, thank
you for this once in a lifetime opportunity that led me to ways we can continue to close the gap
and help create opportunities for all students. Thank you to Dr. Chung and Dr. Cash for all your
support through the process, I feel honored to have worked with such a talented, smart, and
supportive dissertation committee. I can’t imagine completing this process with any other team.
I want to acknowledge the kindness and generosity of everyone who volunteered and
participated in the surveys from the school sites. I recognize that your time is valuable, but you
still chose to assist in providing your perspective and experience to improve the referral
conditions for all students.
Finally, I would also like to thank my family, friends, and colleagues for being my
biggest cheerleaders through this entire journey. Thank you to the Tulsa Staff for all of your
understanding and support from the beginning all the way to the end. Thank you to Jojo, Maria,
Julie and Angelique for all the nights of babysitting. Thank you to Alex for being my twice
exceptional son who began his journey with me at the same time I began my journey with USC.
Thank you to my partner, Bennie, for getting on board the Ed.D. train and going for the ride all
the way to the end.

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 3
TABLE OF CONTENTS
Acknowledgements 2
List of Tables 4
List of Figures 5
Abstract 6
Chapter One: Overview of the Study 7
Background of the Problem 7
Theoretical Framework 9
Research Questions 10
Importance of the Study 10
Site Selection 12
Significance of the Study 12
Definitions of Terms 13
Organization of the Study 13
Chapter Two: Review of Literature 15
Students of Color Lack Self Confidence 15
Teachers’ Opinions Influence Referrals 19
Recruitment and Retention Impede Referrals 22
Summary of Literature 25
Research Questions 26
Chapter Three: Research Methodology 28
Sample and Population 29
Participants and Procedures 30
Instrument 31
Data Analysis 34
Chapter Four: Findings 36
Results: Research Question 1 38
Results: Research Question 2 39
Identifying Characteristics 39
Parental Influences 42
Results: Research Question 3 47
Summary 49
Chapter Five: Findings, Summary, and Recommendations 51
Conclusion 51
Recommendations for the Field from the Field 55
Recommendations for Further Research 56
References 59
Appendix A: Email Soliciting Survey Participant 63
Appendix B: Survey Questions 64

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 4
LIST OF TABLES
Table 1: Participants 31
Table 2: Survey Questions 33

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 5
LIST OF FIGURES
Figure 1: Process for data collection, analysis, and interpretation (Creswell, 2014). 28
Figure 2: Creswell’s data analysis –qualitative research. 37

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 6
ABSTRACT
This study applied critical race theory to examine teacher referrals of African American
boys for gifted programs. This descriptive qualitative study captured student behavior, parental
impact, the referral process and other factors that affect a teacher’s decision to refer a student for
gifted testing. This case study solicited elementary teacher volunteers from two sites, one
predominately composed of African Americans and the other composed mostly of White
students. The first finding was that student behavior does affect a teacher’s decision to refer
students for gifted testing. The second major finding is that schools need adequate professional
development on culturally responsive curriculum to better identify African American boys for
gifted testing. Finally, parental involvement and socioeconomic status affect a teacher’s decision
to refer students; and African American boys are more likely to be disadvantaged in this area and
subsequently, they are not referred. This study contributes to the understanding of the under-
referral and further identification of African American boys in gifted programs across an urban
district.

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 7
CHAPTER ONE: OVERVIEW OF THE STUDY
The landmark 1954 court decision in Brown vs. Topeka Board of Education found that
separate does not mean equal. However, the education system in the United States has since
failed generations of minority students in that educational access varies depending on zip code.
Students of color are underserved and provided with inadequate resources; as a result, they
achieve at lower rates than their White counterparts (Moore & Flowers, n.d.). Students of color
also are under-identified as potential candidates for gifted programs and are, instead, more likely
to be candidates for special education services (Ford, Grantham, & Whiting, 2008).
As a process led by teacher and school referrals, the issue relates to how the process lends
itself to identifying potentially gifted African American students and to what instruments are
used to identify students. African American boys are not achieving at the rate of their
counterparts nor are they provided equal opportunity to demonstrate their academic abilities
(Ford, 2010). Federal, state, and local policies all have placed educational access, academic
performance, and educational growth and success at the center of reforming how students are
expected to perform. Whiting (2009) found a large part of meeting all students’ needs is
preparing teachers and schools to teach all students and better identify areas of strengths in each
student. African American boys are overlooked for potential gifted candidacy based, sometimes,
on nonresponsive culturally irrelevant curriculum or on the fact that their behaviors are not
considered the norm. Due to their lack of performance in these settings, teachers and schools
determine they do not display the potential to be referred and/or identified as gifted students.
Background of the Problem
Success in educating African American boys, among other sub-groups, is of particular
interest in the wake of current accountability systems (Moore & Flowers, n.d.). The notion that
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 8
all students learn the same, so all are taught the same led to a lack of success for African
American boys in the public school system (Whiting, 2006). The Los Angeles Unified School
District (LAUSD) has failed to properly identify African American boys for gifted programs, as
proven by the 4.91% of African American boys identified throughout the district (LAUSD,
2018).
The district has a gifted philosophy which states that “instructional programs for gifted
and talented students are based on the principles that all students are to receive an education
appropriate to their individual capabilities, interest, and needs, and that students have learning
opportunities that help develop their abilities to the highest level” (LAUSD, 2018, para 3). This
philosophy is one that implies that all students should have access to an environment of
appropriate and advanced higher learning if needed. However, this is not a philosophy that all
teachers adhere to and create for all students. The number of African American boys identified in
the gifted program in LAUSD demonstrates that this is not a common belief. Within LAUSD,
enrollment of African Americans is 8.4% (LAUSD, 2017). However, the proportion of African
Americans in gifted programs is 4.91%, which is low in comparison to that of White students.
District-wide, White students make up 9.8% of enrollment, yet they make up make up 17.89% of
students identified as gifted (LAUSD, 2018). The district’s goal is to increase the number of
students identified as gifted to a minimum of 6% of a school site’s population (LAUSD, 2018).
There is a goal to increase the total percentage of each site’s African American and Latino
student population identified as gifted to a minimum of 6% of each subgroup’s total population
(LAUSD, 2018). The expectation is that school-wide gifted identification should proportionately
reflect the demographics of the school.
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 9
LAUSD provides a universal assessment that is based on a standardized test that all
second graders participate in. All second graders are administered the Otis-Lennon School
Ability Test (OLSAT) and the results are used to initially identify students who will be identified
as having gifted abilities. While this study recognizes this process as a means to level the
playing field for all students, the referral/identification process which relies on teacher input was
the focus of this study.
Theoretical Framework
Critical race theory is a framework committed to a social justice agenda to eliminate the
subordination of people of color (Barlow, 2016). When examining the low number of referrals of
African American boys, critical race theory can be used to explain the role that race and racism
play in the identification process. Critical race theory provides knowledge to help educators
assume the role of social justice activism to create an environment that demonstrates that all
students’ learning is valued and ensures all students have equal opportunity to obtain a quality
education (Allen, 2017).
Critical race theory is not an abstract set of ideas or rules, as it is marked by specific
themes that have been interpreted over decades (Barlow, 2016). The construct that racism is
permanent depends the concept that White superiority is woven into the political and legal
tapestry of our society, even in how we educate students and determine which students should be
considered for gifted education (Allen, n.d.). There is also the construct that critical race theory
challenges dominant ideology and the concept of objectivity, colorblindness, and race neutrality
which place power and privilege in the dominant culture (Allen, 2017). The notion is that
African American boys are not considered for gifted identification due to historical constructs of
inferiority ingrained in the mainstream culture.
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 10
Research Questions
The research questions pertain to the types of information used to determine elementary
teachers’ referrals for African American boys for gifted testing and the factors that contribute to
these referrals:
1. What kind of student behaviors contribute to the nomination of gifted identifications by
teachers?
2. What teacher related factors or perceptions contribute to elementary referrals of African
American boys in gifted testing?
3. What are teachers’ recommendations to improve the nomination and identification of
African American boys for gifted programs and /or services?
Importance of the Study
Current practices in LAUSD allow a referral for identification to be made by a teacher,
parent, or student. Interested parents can contact their children’s school and meet the gifted
coordinator to initiate the process. LAUSD’s policies and procedures for gifted/talented
identification are in accordance with the California Department of Education and the district’s
agreement with the Office for Civil Rights. Identification is accomplished through a screening
and assessment process consisting of search and referral, local school GATE committee review,
and district verification (LAUSD, 2018).
As there are various ways to identify potentially gifted students, an analysis of school and
teacher referrals will assist in identifying system-related problems in the identification of African
American boys as potentially gifted. The school can develop an initial list of potential candidates
or the gifted coordinator can analyze data and recommend students for testing. There are a few
processes that involve school and/or teachers in identification efforts. LAUSD requires that a
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 11
school’s gifted population must reflect its demographics; therefore, if an underrepresentation
exists, staff should work to ensure equity (LAUSD, 2018). Although students may be referred for
assessment by a parent, teacher, friend or themselves, the referral paperwork must be screened
for approval and the recommendation to continue the process must be made by certificated
personnel and the recommendation is to be supported by school records. Staff members
determine who is assessed for gifted identification, so, when examining the disproportionate
number of African American boys identified, it is important to examine school culture, teacher
perceptions, and the processes by which staff identifies potentially gifted students.
LAUSD has identified characteristics that are often overlooked when referring students
for gifted testing, which include being non-producers, demonstrating behavior problems, and
being dominant, introverted, and/or absentminded (LAUSD, 2018). As a result of the under-
identification of minorities in gifted programs, LAUSD created the Targeted Identification
Program (TIP) as part of a district-wide comprehensive plan and agreement with the Office for
Civil Rights to address the disproportionate participation of African American and Latino
students (LAUSD, 2018). The plan and agreement state that schools are to increase gifted
identification rates that are lower than the district average and do not reflect their students’
demographics (LAUSD, 2018). The TIP is an effort to provide focused resources to increase the
identification of students of color as gifted (LAUSD, 2018). Each year, elementary schools are
selected to participate in TIP to increase the number of identified gifted students for schools
which currently do not meet the 6% benchmark. Selected schools benefit from one-on-one
consultations with school administration and GATE coordinator(s), protected testing time, and
targeted professional development in small groups and on site (LAUSD, 2018).

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 12
Site Selection
There were two sites selected to represent how African American boys are referred for
gifted testing and how educators’ perceptions influence their decision to refer. Site A is located
in the western region of LAUSD, in the city of Los Angeles, California, and services 367
students. The student population makeup is 67% African American, 29% Latino, and 1% White
with 89% qualifying as socioeconomically disadvantaged. During the 2017–2018 school year,
23% of the students met or exceeded the state standards in English language arts and 9% met or
exceeded the state standards in math. There are currently 13 fulltime classroom teachers at Site
A.
Site B is located in the western region of LAUSD in a more affluent suburban part of the
district. Site B serves 475 students with a population makeup of 75% White, 11% Latino and 1%
African American. During the 2017–2018 school year, 92% of the students met or exceeded the
state standards in English language arts and 86% met or exceeded the state standards in math.
There are currently 23 fulltime teachers at Site B.
Significance of the Study
African American boys have been denied equality and access in the classroom as a result
of a lack of identification for gifted programs (Ford et al., 2008). Furthermore, LAUSD has a
disproportionate number of African American and Latino students identified in gifted programs
(LAUSD, 2018). The percentage of students identified does not match the percentage
represented in the total population, and, as a result, LAUSD has set a target for schools to
increase these percentages to represent their student populations (LAUSD, 2018). This study
examined the process that leads to identification and the potential referral bias that causes a
teacher to nominate a student for gifted testing.
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 13
Definitions of Terms
Dominant student: a student who is powerful and influential in the classroom.
Environment: the classroom setting in which students receive the majority of instruction
during the school day.
Gifted: In accordance with California Education Code, LAUSD defines a gifted and/or
talented student as one who exhibits excellence or the capacity for excellence far beyond that of
their chronological peers in one or more gifted/talented categories.
Identification: official label of being gifted per the California Education Code.
Introverted: a student who is quiet in academic settings.
Referral: a student identified for testing for gifted identification.
Screening: process used to determine if a student meets requirements for referral for
testing for gifted identification.
Organization of the Study
This study is divided into five chapters. Chapter One introduces the study and provides
an overview. The statement of the problem, purpose of the study, research questions,
significance of the study and key terms are included in this chapter.
Chapter Two consists of the literature review. This chapter is made up of three sections.
The first section provides an overview of how African American boys see themselves in
academic settings and their ability to be successful. The second section outlines the impact of
teacher perspectives and perceptions related to referring students, particularly African American
students, for gifted testing. The third section focuses on recruitment and retention and how
under-referral affects African American boys’ participation in gifted programs. The framework
used for this study is critical race theory.
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 14
Chapter Three presents the methodology used in this study. Included are a description of
the descriptive qualitative design and an overview of the case study methodology. The research
team, population, study sample, and instrumentation are discussed in this chapter. Finally, the
methods for collecting and analyzing data for this study are included.
Chapter Four presents research findings from the data. This chapter identifies themes in
the data with regards to each research question and framework.
Finally, Chapter Five summarizes the study’s findings and includes implications for
further research.

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 15
CHAPTER TWO: REVIEW OF LITERATURE
The under-identification of Black males in elementary gifted programs negatively affects
the present lives and futures of the students as well as the school district, the community, the
state, and the nation (Ford, 2010). Bonner, Lewis, Bowman-Perrott, Hill-Jackson and James
(2009) found that the lack of teacher referral is the most noted reason for under-identification of
African American males in gifted programming. In 2006, Black students were underrepresented
in gifted programs by 48%. Ford (2010) noted four roadblocks to these students’ adequate
representation: lack of teacher referral, student(s) differential performance on traditional
assessments, outdated policies and procedures, and the social emotional wellbeing of Black
students along with their caregivers’ educational participation (Ford, 2010). Black males in
elementary schools are not being groomed or prepared to be in a gifted setting and, without
support, struggle to reach their full potential. They are over-presented in special education,
underrepresented in gifted education, over-represented among dropouts, over-represented among
students who are underachievers, and over-represented among students who are unmotivated and
are not engaged academically (Whiting, 2009). Ignoring the under-identification of Black males
in the education arena will also affect them in the economic and financial arenas (Whiting,
2009). Howard (2003) found that the main thrust in educational reform is to “raise the bar” for
student achievement while holding public schools accountable.
Students of Color Lack Self Confidence
Identifying students for gifted assessment, at times, can be hindered by the students’
perceptions of their own abilities to participate in advanced coursework. Teachers’ perceptions
can, at times, become a part of students’ self-identity, and students’ actions begin to match
teachers’ expectations (Moore & Flowers, n.d.). African American students contend with the
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 16
notion that their academic success will be labeled as “acting White,” due to the manner in which
many schools require African American students to give up their social, cultural, and ethnic
integrity in the pursuit of academic success (Howard, 2003). Whiting (2006) examined the
scholar identity of Black males in in public schools and focused on the four corners of family,
mentorship, community, and school. Whiting found that Black males with an underdeveloped
sense of academic identity are more likely to be considered at risk, less likely to be high
achievers, more likely to be in special education, and less likely to be identified as gifted.
Whiting noted that the underrepresentation of Black males in gifted programs is influenced by
their scholar identities which are typically not viewed positively. Howard (2003) noted that
African American students’ academic self-concept is directly linked to how well they develop
strategies for coping with racism in schools and how well they overcome obstacles to academic
success.
Bonner et al. (2009) focused on African American millennial males’ identity
development and on how to further the discussion their participation in gifted programs. The
authors found that identity development has an impact on educational outcomes and perceptions
of the educational experience. African American boys face racial, cultural and academic
difficulties in their identity development and develop strategies to best include all identities as
equally important. The concept of “acting White” is a common struggle for African American
males and typically results in the males opting to become the class clown instead (Bonner et al.,
2009). The “class clown mask” is found when there is an overrepresentation of White students
and underrepresentation of Black students in the gifted and talented programs. One of the
findings further identified and addressed gate-keeping functions that lead to the under-
identification of African American males for gifted programming, concluding that all
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 17
stakeholders must work together to develop solutions. Another finding was the importance of
teaching African American boys how to navigate their multiple identities and ensure alignment
and connectedness between school and home for the Black students at the school.
As part of a study on “acting White” and “acting Black,” students’ perceptions of what
these phrases were examined as they relate to the achievement gap and Black students in gifted
programs (Ford et al., 2008). Many of the Black students attributed “acting White” to school
achievement, intelligence, and positive school behaviors and attitudes while “acting Black” was
attributed to low intelligence and poor behaviors and attitudes. Ford and colleagues (2008) found
that the gifted one-third of Black students are effort-related underachievers who do not put forth
their best effort in school, 15% are earning less than a B average, do not spend enough time on
academics-related activities, and most Black students do not have reading or writing as a hobby
(Ford et al., 2008). The students shared a lack of confidence in their academic skills which, then,
prevents teachers from referring them for gifted education screening and identification.
A participation motivation model was developed by Grantham (2004) and used to discuss
how racial identity influences the choices Black males make about participating in gifted
programs. There are three primary reasons provided as to why Black males choose not to
participate in these programs: (a) negative participation competence, (b) negative outcome
attainment expectancy, and (c) negative value of gifted program outcomes (Grantham, 2004).
The Participation Motivation Racial Identity Model is a combination of the Participation
Motivation and the Racial Identity Development models and ultimately leads to the choice to
participate or not participate in gifted/advanced programs. The lack of motivation to participate
can lead to not being referred to gifted programs based on biased teacher stereotypes and
perceptions.
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 18
Students are rarely asked their self-perceptions about the education services they received
or did not receive. In a study of 20 African American high school students at two urban high
schools, students were asked to speak of their academic identities specifically related to parents
and families, teachers and school counselors, and their overall interest in school and college
(Howard, 2003). African American students are often placed in the position of having to select
an academic identify of success and being labeled as “acting White” or their racial and ethnic
identity as African Americans (Howard, 2003). Ford (2010) explored dynamics in how African
American students intentionally underperform and underachieve in gifted programs because the
display of superior academic competence requires the abandonment of their own cultural and
ethnic knowledge and integrity. Students will often choose not to learn when they feel their
cultural knowledge and identity are invalidated, disrespected, or not viewed as important to their
learning, which undermines the development of positive academic identities (Howard, 2003).
There is also the notion that, when students are mindful of negative stereotypes about their group
membership, they tend to perform poorly, therefore underscoring the prevailing thought that
stereotypes affect school performance (Howard, 2003).
Howard (2003) discussed the importance of academic identities and the role of parents,
teachers, and educators. Parental expectations influenced how African American students
performed in the classroom and, depending on whether the parents pushed college or not,
determined those students’ outcomes (Howard, 2003). Students shared that, despite negative
messages being pushed onto them by other factors, the fact that their parents and others believed
in them was enough to help them succeeded academically (Howard, 2003). While parents
directly affect student academic success, schools contribute to their academic identities (Howard,
2003). Academic identity was found to be affected by three factors related to underachievement:
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 19
teacher centered classrooms, perceived racism and discrimination towards students in
interactional patterns and expectations, and lack of personal teacher-student relationships as
displayed in lack of caring an overall teacher apathy (Howard, 2003). As African American
students continue to be under-referred for gifted assessment, it is imperative that the voices of
students who have gone through the public school system be accounted for and heard to improve
their chances for success.
Teachers ’ Opinions Influence Referrals
The fact that teacher referrals determine who is identified for assessment means the
problem of identifying minorities needs to be examined from the beginning of the process
(McBee, 2006). Ayala (2016) noted that, when students are labeled as being defiant, they are
often overlooked for gifted assessment. While teachers have received training to recognize the
characteristics of giftedness, this training is not focused on students from traditionally
underrepresented backgrounds (McBee, 2006). An African American male student who likes to
debate and go against the grain can easily be labeled a troublemaker and placed a category that
tracks him as such throughout his schooling. For decades, studies have explained the gap in that
Black and Latino students are far less likely than their peers to gain access to advanced programs
that prepare them for college (Ayala, 2016). As African American students are tracked and
studied throughout their schooling, many factors contribute to their lack of identification for
gifted programs, but two with most significance are the teacher’s race and perceptions (Ayala,
2016). Attitudes and inequitable practices must be acknowledged, examined, analyzed,
challenged, and addressed to integrate gifted education (Ford & King, 2014).
There are many factors a district must address when analyzing the data on under-
representation of minorities in gifted programs regarding whether Black students are screened
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 20
and referred by teachers in proportion to their representation in the state, district, and /or school:
the pervasiveness and severity of under-representation; the factors, policies, and procedures that
contribute to or exacerbate under-representation; which teachers/educators under-refer Black
students and how they are assisted and held accountable; and the effectiveness of family referrals
for Black students as well as what is being done to increase referrals (Ford & King, 2014).
Teachers who serve as an invaluable resource for the referral process at times have personal
biases when estimating academic potential among students of different races and ethnicities
(Oakland & Rossen, 2004). While the exclusive reliance on teacher nominations may contribute
to the underrepresentation of minority students, the reliance on parents of minority children is
just as flawed in that these parents refer at a lower rate than White parents (Oakland & Rossen,
2004).
Student behavior has been cause for alarm in the education arena as there has been a rise
in suspension of African American males in the last two decades (American Civil Liberties
Union, 2018). In a study in New York City, the ACLU (2018) found that, although Black
students composed 33% of the student body, 53% of suspensions over the previous 10 years
were of Black students. These students also served longer suspensions and were more likely to
be suspended for subjective misconduct like defiance or insubordination (ACLU, 2018). Student
suspensions continue to move African American students deeper into the criminal justice system
and further away from the classroom (ACLU, 2018). With the overuse of suspensions, African
American students are denied their right to a public education, which, in turn, denies them equal
access to referral and identification for gifted programs.
Moore and Flowers (n.d.) found that African American male public school students had
been suspended at a higher rate than males from other racial groups in 1999, 2003, and 2007.
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 21
However, in 2002, 3.1% of African Americans participated in gifted and talented programs in
public elementary and secondary schools. As the staff at a school are mainly responsible for
gifted referrals, it would be advantageous to ensure that all teachers, school counselors, and
school psychologists are adequately trained to identify African American male students who
could be identified for gifted programs (Moore & Flowers, n.d.). Moore and Flowers (n.d.)
suggested that negative or vague teacher recommendations prevent African American males
from being selected for gifted and talented programs. Furthermore, teachers who hold negative
biases about African American males are not trained in multicultural education to address the
needs of the students they have been charged to educate.
A study of 370 North Carolina teachers and how their perceptions affect African
Americans’ being identified for gifted programs, found that both White and minority teachers
lacked the knowledge and understanding to help close the gap in identification (Hargrove &
Seay, 2011). Elhoweris (2008) identified one of the most serious problems in the field of gifted
education is the lack of appropriate programs and identification procedures for students from
different cultural backgrounds. School teachers must be an integral part of the efforts to keep
African American males in formal education and more so in gifted programs. White teachers
who self-described as good teachers of African American students struggled to recognize the
racism in their altering the curriculum for African American students or students’ need for
emotional versus instructional support in the classroom (Hargrove & Seay, 2011). While White
teachers expressed concerns for factors outside of the school, African American teachers
identified in-school factors such as teachers’ inability to recognize indicators of potential
giftedness and the use of standardized tests to determine academic giftedness (Hargrove & Seay,
2011). This study found that both minority and White teachers agreed on language experiences
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 22
and home environments discouraging African American males’ interest in learning, therefore
influencing student self-interest in being identified for advanced courses or gifted assessment.
Ford and King (2014) remind educators that they must continue to advocate for underrepresented
groups in gifted education and that intentional or unintentional discrimination must be combated
with meaningful professional development and education.
McBee (2006), examining the referrals and identification of students in the state of
Georgia, found that 4.58% of Black students had received a referral and 68.9% of them passed
the screening while 14.65% of White students received a nomination and 83.9% of them passed
the screening. The pass rate for Black students was 82% of the pass rate for White students,
while the referral rate for Black students was only 31% of the referral rate for White students
(McBee, 2006). The referral rate needs to change to see any change in the pass rate at all for
Black students.
Recruitment and Retention Impede Referrals
African American males are not sought out to be assessed for gifted programs at the same
rate as their peers, and, when they are, there is the issue of retention in programs. Recruitment
and retention must be given the attention needed to create equality for African American male’s
receiving fair consideration (Ford & Whiting, 2010). There needs to be a conscious effort to
recruit and retain African Americans in gifted education, which includes prevention and
intervention efforts that are intentional and culturally specific. As schools recruit African
American students for possible identification, it is important that these students receive
mentoring and positive self-images to aspire to in the realm of the gifted world as students need
to be able to see themselves (Ford & Whiting, 2010).
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 23
Ford, Moore, and Scott (2011) focused on how to screen, identify, and place more
African American students in gifted education programs as well as on how to keep them in the
programs once they are placed. The authors found that, in approximately 16,000 school districts
and 88,000 or so public schools, African American students represented 17.13% of the public
school population but only accounted for 9.15% of those in gifted programs, which means
approximately 250,000 African American students were denied access to gifted programs. The
authors recommend that teachers seek professional development to better reach African
American learners and improve their classroom practices.
Elhoweris (2008) examined how the recruitment process needs to shift to identify a more
diverse group of students in gifted education. The fact that most screening processes begin with
teacher referrals places students of low socioeconomic status and minorities at a disadvantage
(Elhoweris, 2008). Due to a lack of cultural awareness and sensitivity, teachers continue to
overlook minority students during the referral process (Elhoweris, 2008). Teachers have to be
made aware of their own biases to overcome them and work towards referring all eligible
students (Ford & Whiting, 2010).
In defining gifted education, each state has the discretion to identify the various contexts
by which to determine students as gifted (Ford & King, 2014). The areas included in the
definition are intellectual, creativity, visual and performing arts, academics, specific academics
and leadership with the option to include cultural diversity and underachieving students in their
definitions as well (Ford & King, 2014).
Teacher training is vital in increasing recruitment and retention, as school personnel
require ongoing and extensive multicultural training (Ford & Whiting, 2010). This will assist
teachers in creating culturally responsive classrooms for African American students to flourish
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 24
and learn in. Part of educating teachers has to include training them to not be color blind or
culture blind and recognize that culture does matter in assessment, teaching, and learning (Ford
& Whiting, 2010). Elhoweris (2008) relays the importance of teacher education programs
preparing teachers to be more culturally sensitive as well as making sure teachers are aware of
their own lowered expectations and the direct impact they have on students. The authors provide
several topics to be included in building professional development for teachers in multicultural
areas, such as decreasing stereotypes about African American students, understanding the impact
of culture on test performance, and building relationships with students from diverse
backgrounds.
African American students who are identified as gifted must be exposed to a high level of
multicultural content through work that is challenging and promotes critical thinking and
problem solving. Ford and Whiting (2010) stressed the importance of using literature in which
gifted African Americans are central characters to help promote and nurture positive racial
identity development. Also, Ford and King (2014) provided suggestions to improve
identification services for gifted and talented minority students:
 Using scientifically based research on methods and techniques for identifying and
teaching gifted students;
 Providing professional development for teachers and staff involved in gifted education
and all teachers as they are the gatekeepers to referrals;
 Establishing and operating model programs that include how to best serve students whose
needs may not be met by the more traditional gifted programs;
 Making materials and services available through state regional education service centers,
and
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 25
 Providing consistent and challenging, high level course work to students who might
otherwise not be provided with the opportunities and access.
These recommendations can assist states, districts, and schools increase the number of minorities
referred for GATE testing. Oakland and Rossen (2004) described a referral process that first
informs, then educates, and then encourages teachers, parents, and students to become engaged
to assist with identifying students to be tested for gifted assessment. The authors also stated that
the referral process must begin as early as possible as and no later than second grade.
Whiting (2009) found that meeting the needs of all students begins with preparing
teachers and schools to teach all students and better identify areas of strengths in each student.
African American boys are overlooked for potential gifted candidacy based on culturally
irrelevant curriculum (Whiting, 2009). Due to their lack of performance in these settings,
teachers and schools determine they do not display the potential to be identified as gifted
(Whiting, 2009). Issues arise as to how potentially gifted students are identified and as to which
instruments were used to identify them. Therefore, the purpose of this study is to further
understand the under-referral of African American boys for gifted testing in LAUSD elementary
schools.
Summary of Literature
The literature examining the referral process for African American boys for gifted
identification researches the practices of districts, schools, and teachers in determining which
students are referred for testing. The notion that a student’s behavior could influence a teachers’
decision to refer a student for gifted testing is linked to African American students as it relates to
school suspension and expulsion data, but not how student’s everyday behaviors can possibly
impede their referral for gifted assessment due to teacher biases. As noted before, teacher
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 26
perceptions influence the referral process in terms of which students are referred for gifted
assessment as without a teacher referral a student cannot be assessed by the school psychologist.
The need to explore how teachers refer, as well as why they don’t is needed to better understand
the under-referral of African American boys in LAUSD, while also imploring teachers to share
strategies to assist with improving the process.
Critical race theory links the literature to the research questions in the aspect that the
cultural norms creates this inequality in the mainstream that negatively impacts the referral of
African American boys for gifted assessments. It has been assert that critical race theory be used
to examine the education inequalities in our society including the school setting and classrooms
and Whiteness represents a form of property that is present in our society that continually
perpetuates inequality(Lac, 2017). In the urban district of LAUSD where the minority population
is the majority but the majority of teachers are White, there is the influence of Whiteness in the
decisions being made to either refer students for gifted testing or not refer (LAUSD, 2018).
While teachers need to be aware of internalized bias they must also be aware that each year their
classroom is its own individual microcosm and should be treated as such, making sure not to
prescribe the same “one size fits all” model” year after year. Teacher having the cultural
understanding of how African American boys may possibly learn different and therefore display
gifted traits differently will assist in increasing how students are referred for gifted assessments.
Research Questions
The research questions pertain to the types of information used to determine elementary
teachers’ referrals for African American boys for gifted testing and the factors that contribute to
these referrals:
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 27
4. What kind of student behaviors contribute to the nomination of gifted identifications by
teachers?
5. What teacher related factors or perceptions contribute to elementary referrals of African
American boys in gifted testing?
6. What are teachers’ recommendations to improve the nomination and identification of
African American boys for gifted programs and /or services?

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 28
CHAPTER THREE: RESEARCH METHODOLOGY
A descriptive qualitative research design was used to answer the research questions.
Qualitative research looks at a phenomenon from the participant’s perspective (Merriam, 2009).
This research project relied on the researcher to collect and analyze data to create a rich
understanding of educators’ referral process. In this study, the researcher sought to understand
selected participants’ experiences and gather data to develop hypotheses, thereby making this a
study best aligned to a qualitative framework. Understanding this phenomenon will improve the
quality of practice (Merriam, 2009). To answer the research questions, open-ended surveys were
necessary (Merriam, 2009). A survey was used to gather information from elementary teachers at
two different sites. This study used the conceptual framework of critical race theory to identify
common themes in the data (Creswell, 2009; Maxwell, 2013).
Creswell (2014) described qualitative methods as an approach involving the collection of
data with the purpose of further examining the research questions. Quantitative methods allow
the researcher to use surveys to collect data that can be integrated throughout the research design
through the collection, connecting and embedding of data (Creswell, 2014). One of the main
points of this approach is that there is value to be added in each form of collection, and the
information will be most useful in examining results and drawing conclusions.

Figure 1. Process for data collection, analysis, and interpretation (Creswell, 2014).
Interpretation
Compare or
Relate
Qualtative
Data
Collection and
Analysis
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 29
Sample and Population
There are over 700 elementary schools in LAUSD, all of various sizes and populations.
For the purpose of this study, a school with a dominant enrollment of African Americans was
selected in which to collect and analyze data. The study was focused on two sites with different
student populations to provide a comparative analysis of the responses collected from teachers.
As there are a variety of methods districts use to refer students for gifted testing, the findings of
this study can only be generalized to the schools with a population similar to the selected school
sites.
Sites were selected to yield participants who could best assist in addressing the research
questions and to ensure a diverse population was included. Creswell (2014) described purposeful
selection of participants and/or sites as a way to assist researchers in further understanding the
problem under review and the research questions. Random participation may not yield enough
data to compare or to make significant determinations. LAUSD is divided into six smaller
districts (south, east, west, central, northwest and northeast) all with vastly different populations.
Site selection was based on the percentage of African American students enrolled. With an
appropriate proportion of African American students, an appropriate comparison can be made to
determine if African American students are reflected in GATE identification. Recruiting from
each of these areas provided the representation necessary to address the research questions.
In conducting the research, it is important to recruit teachers who teach a larger African
American population in LAUSD so that the sample can be generalized to make statements
regarding the population (Johnson & Christensen, 2014). Collecting data from teachers who
teach different populations will allow for a deeper discussion on the topic of under-identification.
Survey data provides an understanding of how students are identified for assessment. These data
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 30
were key to gaining a deeper understanding of the process. The questionnaire were focused on
teachers, how and why they identify African American students, and their understanding of the
process for identification. All participants received an informed consent from letting them know
about the research, how the results would be used, who would view the results, and how long the
results would be kept on file (Robinson Kurpius & Stafford, 2006).
Participants and Procedures
A descriptive qualitative study was employed to examine the referral process for gifted
testing used by teachers and the effects of this process on the identification of African American
boys. The study was focused on two sites with different student populations to provide a
comparative analysis of the responses collected from teachers. Site A had a majority African
American population while Site B’ population was predominantly White. An open-ended survey
was developed to collect data to answer the research question regarding gifted referrals generally
or specifically. The principals at sites A and B were sent an online survey link and asked to
forward the link to their staff via their LAUSD email addresses. At both sites, teachers were
approached by their principals and asked to voluntarily completing the survey on the referral
process as it relates to identifying gifted students. Data collection was maintained separately in
an effort to keep all data organized and clearly distinguished between the schools. To be able to
distinguish the responses but maintain participants’ anonymity, one of the survey items asked
participants to identify the school where they were employed. Table 1 provides the
characteristics of the participants.

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 31
Table 1
Participants
Gender Ethnicity # Years Teaching
Male Female Black White 0-10 11-19 20+
Site A 1 5 5 1 1 2 3
Site B 3 5 0 8 2 2 4

The participants were approached via email by their site administrator. The principals
contacted their entire staff via email on two occasions to solicit their participation. Participants
identified the site where they work as well as the grade they taught. The grade level information
was important as, at certain grade levels, teachers refer more students than at other levels.
Educators in LAUSD do not typically refer students until all second grade students have been
administered the OLSAT. Teachers’ responses to questions about referrals may be affected by
the grade they are teaching as well as by the number of years they have been teaching. The
number of years teaching also may influence their referral decisions, as the longer they have
been teaching, the more they may have developed a personal system to identify students for
referral. The ethnicity of the respondents at both sites aligned with the ethnicity makeup of the
students: five of the six respondents for Site A identified as African American, while all eight
respondents from Site B identified as White. The participants provided their responses
anonymously and their responses were coded to align with the research questions.
Instrument
An open-ended survey was developed to collect background data on the participants
regarding site location, years of teaching, grade level taught, gender and ethnicity (Appendix B).
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 32
The survey also sought responses associated with the research questions regarding student
behavior as they relate to the referral process, factors that might influence a teacher’s decision to
refer students, and questions about the teachers’ influence on the referral process. The open-
ended survey allowed participants to provide responses in their own words and not have to select
from predefined ideas and thoughts. Respondents competed the survey online and had the option
to answer a question or not answer and move on to the next question. In other words,
respondents were not required to answer all the survey questions. Participants were provided
space to answer questions with no limits to their responses, and, once participants completed the
survey, they submitted their responses for analysis.
Data Collection and Instruments/Protocols
Before beginning any collection of data, it was beneficial to examine student
identification in gifted programs over the years at the chosen sites to see if there are any trends.
The historical document review of the percentage of African Americans identified for gifted
testing provided a base line of data for the research on historical patterns of underrepresentation
of minorities in gifted programs. As the research questions inquire about perceptions and factors
leading to the referral of African American boys for gifted testing, the instrument used to collect
data was a survey (Creswell, 2014). Participants were asked to complete an open-ended survey
provided to them via an email from their administrator (Table 2).
A survey protocol was designed to collect data. This helped establish themes and
inferences developed as part of the data analysis process (Creswell, 2009). The survey was
created to gather data aligned with the three research questions. Five survey questions were in
the interest of background information, one question correlated to the first research question, six
questions correlate to the second research question number, and four questions correlate to the
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 33
third research question. In addition to aligning to the research questions, each survey question
was also aligned with the theoretical framework. Table 1 shows the alignment of each survey
question to the research question.
Table 2
Survey Questions
Survey Question Research Question
What school do you currently work at? Background Information
What is your ethnicity? Background Information
What grade do you teach? Background Information
What is your gender? Background Information
How many years have you been teaching? Background Information
What are some of the characteristics you
look for when determining to refer a student
for gifted testing?
What teacher related factors or perceptions
contribute to elementary referrals of African
American boys in gifted testing?
What would be reasons not to refer a
student for gifted testing?
What teacher related factors or perceptions
contribute to elementary referrals of African
American boys in gifted testing?
How does parental involvement influence a
decision to refer student for gifted testing?
What teacher related factors or perceptions
contribute to elementary referrals of African
American boys in gifted testing?
How does the referral process help or hinder
the process for identifying GATE students?
What are teachers’ recommendations to
improve the nomination and identification of
African American boys for gifted programs and
/or services?
Why is it important in your view to have
students referred for gifted testing?
What teacher related factors or perceptions
contribute to elementary referrals of African
American boys in gifted testing?
Under what circumstances would you not
refer a student to be tested even though they
display some gifted tendencies in their
work?
What teacher related factors or perceptions
contribute to elementary referrals of African
American boys in gifted testing?
How does a student’s home environment
impact a decision to refer a student for
gifted testing?
What teacher related factors or perceptions
contribute to elementary referrals of African
American boys in gifted testing?
What can schools do to get more students
referred for gifted testing?
What are teachers’ recommendations to
improve the nomination and identification of
African American boys for gifted programs and
/or services?
How does a student’s behavior influence
your decision to refer for gifted testing?
What kind of student behaviors contribute to
the nomination of gifted identifications by
teachers?
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 34
Would you ever not refer a student for
gifted testing based on the quality of
programming offered by LAUSD? Why or
why not?
What are teachers’ recommendations to
improve the nomination and identification of
African American boys for gifted programs and
/or services?
Do you feel LAUSD provides adequate
resources for students once they are
identified gifted? Why or why not?
What are teachers’ recommendations to
improve the nomination and identification of
African American boys for gifted programs and
/or services?

Data Analysis
Data analysis is a process of examining collected information to understand what people
said and what the researcher saw (Corbin & Strauss, 2008). This process begins by looking at the
whole and assigning a shorthand description to important aspects so that specific pieces of data
can be easily retrieved and grouped to find emerging themes (Merriam, 2009). While analyzing
the survey data, the researcher informally reflected and recorded possible themes. As suggested
by Merriam (2009) data collection and analysis happen simultaneously. Once all of the data are
collected, the information was sorted and maintained in an online database, allowing for the
effective management of information (Merriam, 2009). This was an ongoing process and the
researcher kept the data separated by school sites to be able to distinguish them. Next, data were
coded into categories to create easily recognizable chunks of information to produce emerging
themes (Creswell, 2009). Survey questions were purposefully created around the research
questions and theoretical framework to identify and code the data for easy analysis (Creswell,
2009; Merriam, 2009).
Limitations
Although all data collected were kept confidential, the participants may have been
concerned about the anonymity of their participation. This may have cause them to respond
differently. The researcher assured participants that the data collected was not linked to them
specifically and was used in the larger context of identifying themes and generalizations. There
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 35
are several rights that participants should be guaranteed when taking part in the research, such as
protecting their confidentiality and being careful not to use collected data in a harmful way
(Robinson Kurpius & Stafford, 2006). Fink (2013) reminds researchers to make sure that the
rules for protecting human subjects are upheld and ensure that their consent to respond is
informed.
The use of the qualitative methods poses a potential threat to the validity of the study
with the potential threat of a small sample size (Creswell, 2014). While collecting data is
essential, developing a true answer to the research question may not be possible because of the
size of the sample.
Standardized open-ended surveys have some design limitations that restrict the pursuit of
topics or issues that were not anticipated when the survey questions are close-ended (Patton,
1987). The surveys may have constraints in their questioning and do not provide the flexibility to
ask follow-up and exploratory questions (Patton, 1987). Patton (1987) stated that standardized
open-ended surveys reduce recognition of individual differences and circumstances when
examining the data.

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 36
CHAPTER FOUR: FINDINGS
The purpose of the study was to further understand research related to the under-
representation African American boys as gifted in the LAUSD elementary schools due to the
referral process for gifted education testing. The research questions studied pertain to the types
of information used in the teacher referral process and the factors related to African American
boys’ as gifted testing and subsequent identification. In particular, urban districts, such as
LAUSD, have failed to consistently identify African American boys for gifted programs.
Evidence to this point is indicated by the 4.91% of African American boys identified throughout
the district (LAUSD, 2018).
This chapter presents the findings that emerged from the data collected and analyzed
using critical race theory as the conceptual framework for this study. Critical race theory
provides educators with a societal and historical context by which to analyze their expectations
for African American boys, as these students are not afforded the same opportunities to reach
their potential as their White counterparts. Whether the bias is explicit or implicit, the fact
remains that African American boys are affected by the perception of inferiority. Access and
privilege mean White students are afforded a greater chance of being referred based on
socioeconomic status and parental access.
Data were collected at two sites in the LAUSD by surveying teachers with six responses
collected from Site A and eight responses collected from Site B. Pseudonyms for the school sites
and teacher participants were created to ensure that all participants’ identities were kept
anonymous. The findings for each site are presented individually. All findings presented served
to answer the following research questions for this study:
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 37
1. What kind of student behaviors contribute to the nomination of gifted identifications by
teachers?
2. What teacher related factors or perception contribute to elementary referrals of African
American boys in gifted testing through testing?
3. What are teachers’ recommendations to improve the nomination and identification of
African American boys for gifted programs and /or services?
In preparation for analyzing the data collected from participants’ Figure 2 explains the
process the study used to identify relevant themes.

Figure 2. Creswell’s data analysis –qualitative research.

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 38
Results: Research Question 1
The first research question was designed to explore how students’ classroom behavior
potentially influences their teacher’s decision to refer them for gifted testing. There were several
themes that developed from the respondents’ responses to questions about behavioral influences,
such as no impact, boredom, and maturity as factors influencing the decision to refer a student or
not refer.
Survey responses indicate that teachers at both sites contend that students’ behavior has
no impact on their decision to refer them for gifted testing. Teachers cite a general “lack of
maturity” as a reason. Participants from Site B stated that “students with longer attention spans”
and who are “socially young” in their behavior would likely not be referred for gifted testing.
One participant from Site B responded that “lack of interest in school, misbehaving due to
boredom and not participating in discussions” were behaviors that may affect the decision to
refer a student. A student’s behavior can cause a teacher to label and identify the student towards
a non-referral track.
While many of the teachers stated students’ behavior has no impact or is not applicable,
the reasons provided indicate how teachers view the effect of behavior on student work and
study habits. A respondent from Site A stated that “behavior often becomes proof of the need to
test…bored students act out.” While this is the opinion of only one of the six respondents from
Site A, it is worth noting as a potential factor in referrals with a small community with a high
population of African Americans.
Teachers’ responses generate many questions related to the referral process for gifted
identification. While teachers at both sites recognize that potentially gifted students may act out
and display negative behaviors out of boredom, how often are those same students being referred
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 39
for gifted testing? Are students with special education eligibility being considered for gifted
referrals, or are they automatically disqualified because of their participation in special
education? Students who display negative behaviors are often referred to student support team
meetings and special education assessments before they are considered for gifted referrals.
Results: Research Question 2
The purpose of the second research question was to examine the factors teachers evaluate
when determining to refer students. In addition, this question provided reasons a teacher would
not refer a student. Many survey questions correlate with this research question; consequently,
several themes emerged that would affect African American boys from being referred for gifted
testing.
Identifying Characteristics
In LAUSD, all second grade students are administered the standardized OLSAT to
determine eligibility for gifted programming. Survey results from three of the participants were
that standardized testing is a primary reason for further referral. Previous research addressed the
fact that standardized test scores do not always identify the unique academic abilities of African
American males (Moore & Flowers, n.d.). Many of the teachers from both sites noted that
students’ personality influences their decision to refer. Therefore, how “keenly observant” or
“highly curious” a student was during a lesson could affect whether a teacher would refer that
student. Ford (2010) noted the fact that there can be disengagement between African American
males and the curriculum as students struggle to connect to the curriculum. This lack of
connectivity between African American males and the curriculum could also lead to their being
labeled as “lazy” or “not motivated,” therefore lessening the student’s chance of referral.
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 40
Survey participants related that “critical thinking” would be an important trait for
determining referral. Participants from Site A cited “out of the box thinking” as the number one
characteristic for referring a student. Terms such as “innovative” and “alternative thinking” were
used to determining when to refer a student for gifted testing. While this is a clear path for
assisting with identification, Baum (1988) reminds teachers that it is important to create the
opportunities for students to display critical thinking in their responses to the curriculum,
meaning that traditional teaching will not always lend itself to assist in further referrals for gifted
testing. Teachers from Site B shared the following when responding to characteristics used to
determine student referral for gifted testing:
Students who think “outside the box,” creative ways of approaching problems,
standardized scores, report card grades.

I look for someone who is keenly observant, make abstractions, pushes our discussions,
asks many questions, and is highly curious.

Inquisitiveness, high vocabulary, quirkiness, over-excitability, adult-like questions

ability to work independently and above required standards

The concept of students being verbally interactive in classroom discussions was relevant
at Site B as teachers looked more for students who could add to the discussion by asking further
questions. Again, teachers have to create the environment in a classroom so that the students feel
comfortable enough to take a risk of asking questions and participating in the discussion without
the threat of repercussions or punitive consequences from the teacher for “challenging” authority
in the classroom. African American males’ speaking out and being verbal in class in the past
have been portrayed as displaying “defiance” and punitive consequences were the result.
Teachers have to become clear in defining how they will handle students who are very verbal.
While there are many characteristics that a teacher looks for in a student when deciding if they
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 41
should be referred, it is important to note the reasons a teacher might not refer as well.
Respondents from Site A responded the following to characteristics used to determine a
student’s referral for gifted testing:
Critical thinking skills, test scores, artistic abilities level of thinking

Alterative thinking, unusual focus in certain subjects

Out of the box thinking, inquisitiveness, making connections and generalizations,
restlessness with being bored, creativity

Depends on what kind of giftedness I’m looking for , but some of the things I look for are
leadership skills, academics grades, how quickly a task is finished and whether or not it is
done correctly, verbal conversations ability to infer and communicate), problem solving
skills, creativity, etc.

While respondents gave clear characteristics they look for to refer a student, they also
provide multiple reasons a teacher might not to refer students for gifted testing with academic
difficulty being the most cited reason at both sites. Teachers view students struggling with the
curriculum as reason not to refer without taking into account the lack of cultural responsiveness
in the curriculum. Teachers responded that students who “struggled with the common core
curriculum” or “display low critical thinking skills” might not be ready for a referral for gifted
testing. Students who do not score well on state grade level standards might also not be referred
for gifted testing, but are teachers receiving the training to look for other identifying
characteristics? If teachers are only using the academic success of the classroom as a criteria for
referral, it has been noted that African American students, particularly males, need other avenues
of measurement than academic achievement to display potential giftedness due to the lack of
relativity to the curriculum (Ford, 2010). Teachers from Site A also cited maturity as a reason not
to refer stating the students may be too young to be identified when, in actuality, early
identification and recruitment could prove beneficial to the retention of African American males
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 42
in gifted programs (Ford et al., 2011). Respondents provided reasons not to refer a gifted
students that included the following:
I would always give the student the benefit of the doubt as long as they meet the criteria
by the district to refer for assessment

I would not refer someone who is unable to articulate their thoughts in our discussions or
through assignments of varied styles (art, drama, or writing).

Low critical thinking skills or lack of passion in arts

A student who does not demonstrate the previous indicators and demonstrates difficulty
with cognitive processing

If that student does not respond well to being challenged.

struggling with common core curriculum

I believe that all students are gifted in some aspect, so I don’t think there’s a reason not to
refer a student.

Parental Influences
Part of the survey included questions to determine how factors outside of the school
might influence a teacher’s decision to refer a student for gifted testing. Considering that parental
consent is necessary to test a student for gifted identification, examining the impact of parental
involvement and its influence allowed deeper insight as to parents’ knowledge or lack thereof
about the gifted referral process.
Parental involvement is addressed in many forms. An interesting statement from a
teacher at Site B supports the idea that teachers are more apt to refer if parents provide financial
support for their child’s education in the way of extra tutoring or enrichment lessons. Responses
from Site B note that parent involvement is taken seriously when “parents provide outside
tutoring for the child” and “if the child is bright.” The notion that students can possess a natural
intelligence that leads to a referral for gifted testing was noted. Teachers from Site A emphasize
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 43
that parental influence has no impact, but permission is necessary to move forward. For a student
to be assessed for gifted education, parental permission is necessary. Parent influence has been
cited as a deterrent for teachers referring African American boys (Henfield, Moore, & Wood,
2008). The idea that parents who provide extra tutoring links directly to critical race theory and
the idea that financial privilege creates potential for placement in a higher academic setting
(Henfield, Moore, & Wood, 2008).
Teachers at Site B refer to “pushy parents” affecting their decision to refer a student for
gifted testing, noting that those parents will be relentless until the testing occurs. Another teacher
at Site B noted that a “home environment that fosters learning, prepares students for gifted
testing” affects their decision to refer students. It is important to point out that Site B is
comprised of a higher socioeconomic status community, whereas Site A is comprised mostly of
students who qualify for free or reduced-price lunch. Site B parental support is guided by
parental knowledge and resources, many of which are available at Site B and not at Site A,
consequently it could be assumed that African American parents at Site A are disadvantaged, and
parents rely solely on teachers’ referrals and judgment.
Educators at both sites responded to parental involvement influences as follows:
I always take that into account. Sometimes I do not see what they see at home, so I would
always refer if a parent requested.

I always take parental referrals seriously, they know their child.

It may give me insights that I did not realize about how the student is outside of the
school

If a parent males a request then I usually honor it if I feel the child is bright.

Parents that are providing outside support through private tutoring, etc.

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 44
If a student is being refereed for giftedness in dancing or art, for example, the parent
would have to be willing to take their child to the performance and/or create a portfolio
for them. So, in those instances parental involvement is crucial.

The implications of parental support as a means for gifted referral for African American
boys is one that has strong influence over a teacher’s decision. Along with active parental
involvement comes the treatment of African American boys by educators in the classroom
settings, where teachers view students as not being able to perform successfully in the academic
setting (Henfield et al., 2008). While the teachers at Site A state parent influence and home
environment have little to no impact on their referring African American boys, they may be
indirectly affected by a lack of parental oversight and knowledge about the referral process.
Referral Process
Educators believe in the importance of referring students for gifted testing. They
understand that to meet their students’ needs they need to have a better understanding of their
academic capabilities. Several of the responses to the question on why it is important to have
students referred for gifted testing are the following:
It may help teachers understand their student’s abilities or need to challenge students with
more depth and complexity in the work.

So they can be identified and received the needed support

This provides access for all students to reach full potential and allows teachers and
learners to plan responsive curriculum.

It allows teachers to be confident which students need gifted curriculum.

not relevant until later/older (in my opinion)

If a student is referred and identified it not only helps all teachers understand how to
differentiate for that student, but it also opens up many other doors for that student when
they get into middle school or high school, for example.

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 45
While parental permission is necessary, LAUSD has a gifted referral process that equally
relies on the recommendation of the teacher. Whether the recommendation is parent initiated or
not, the school must ultimately provide a signature for the gifted referral to continue with the
testing. Likewise, even if a teacher initiates the recommendation, parent signatures are necessary.
Teachers at Site A experience the LAUSD process of gifted testing as a hindrance. As a
site with a majority population of African American students, the belief that the process is a
hindrance influences the total referral process. McBee (2006) noted that the referral process
generally disconnects the students from traditionally underrepresented backgrounds from the
process, and, as a result, they are under-referred for gifted testing. The teachers cited that the
hindrance is in the form of paperwork which is not only a hindrance for the teacher but for the
parents as well. Several participants from both sites also cited the process as time consuming and
hindering the referral process, because there is limited time to complete the required paperwork.
One participant noted that the process can help or hinder, depending on whether the teacher fully
understands the referral process. The effects of not referring students due to time constraints and
paperwork has negative implications for African American boys at Site A where the students are
under-referred for screening, identification, and placement in gifted programs. The processes
established by LAUSD further involves deficit thinking. Teachers allowing the paperwork to
become a part of the procedure allow systematic inequities to continue to inhibit African
American boys from being referred (Ford et al., 2011).
There are many reasons a teacher might refer a student for gifted testing. At both sites,
the teachers noted that meeting the students’ needs would be the primary reason for referring a
student. The teachers noted the importance of being able to teach children and affect them in
relationship to their academic needs. Teachers noted that it is important to refer students to
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 46
differentiate instruction and provide a designated curriculum that is an appropriate response to
their identification. The referral of students also assists teachers in understanding the students’
abilities and strengths in terms of learning modalities. One of the participants stated that referring
students will “allow teachers to plan responsive curriculum” as well as to communicate with
families regarding how they can support their child at home. The responses regarding how a
student’s home environment affects a decision to refer further provides evidence that parental
influence is a determinant:
The decision itself shouldn’t be impacted by a child’s home environment but referring to
the earlier question parents who are pushy may end up getting their child tested more
frequently than parents who don’t request to be tested.

I would only take the home environment in consideration if they parent or guardian
expressed they didn’t want the child tested.

It usually does not have a bearing- unless older sibling involved and they were tested gifted

A traumatic home environment may give the students ‘points’ for me to more readily refer

If the parents are driven then I am more motivated.

Students with home environments that foster learning, typically result in students who are
ready for gifted curriculum

The referral process has implications for African American boys attending schools in
LAUSD and, as noted by the responses from Site A, the overall process hinders teachers from
referring all students. The process includes a teacher referral and nomination, a collection of
work samples in some cases, as well a review of records to determine eligibility. Teachers serve
as the gatekeeper to gifted testing and need to determine that all students deserve to be referred
regardless of the referral process and how time consuming it can be. The benefit to students
should outweigh the hindrances that teachers deal with when referring a student regardless of
which school a student attends.
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 47
Results: Research Question 3
The third research question was designed to examine how schools are supported by the
district in the referral and identification of gifted students and whether the support directly
affects African American boys. Based on the level of support provided by LAUSD lack of
professional development, limited resources allocated for gifted testing, and little to no financial
support can adversely affect a teacher’s decision to refer a student for testing.
The amount of support and resources provided by the district to a school site can
influence the decision to refer. Teachers at both sites agree that elementary schools could use
more support to provide students at the earliest level of their identification with more appropriate
curriculum. One teacher states that, “while schools and teachers are held accountable, there are
no funds to support the programs and students loose out in the long run.” While answering the
question about resources, teachers were responding based on their personal experiences on how
to best judge the resources granted to their sites. A few participants clarified that they are only
able to speak in terms of their own school site. The teachers at Site B spoke more positively
about the resources provided at their school via parental supporter supplement. At Site A they
solely rely on LAUSD resources. Referring and identifying students is not enough, and, without
the financial support and resources to go along with the identification process, students at Site A
are not afforded the same opportunities as their peers at Site B who have parental support.
African American boys at Site A are affected by the lack of adequate resources provided to the
school, and the students continue to be under-referred and underserved. Educators responded to
the referral process as it relates to the resources provided by LAUSD. When asked if teachers
would not refer a student for gifted testing based on the quality of programming offered to gifted
students, the following comments were stated:
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 48
No. Student will be exposed to different programs throughout their academic careers, and
one year or one program would not keep me from referring for assessment.

No, even if the label doesn’t help in one school…it may help in the next. Program
implementation is inconsistent.

No because a well-informed parent/guardian can go outside of LAUSD for resources.

Although this would not stand in my way, I don’t believe that gifted students’ needs are
met.

Teachers also were asked to respond if whether LAUSD provides adequate resources for
students once they are identified as gifted. What follows are some of the responses teachers’
provided:
I think teachers provide adequate resources. I do not think resources from the district
level make an impact one way or the other unless a teacher is willing and able to provide
the instruction and resources to the students.

I don’t have experiences outside my own classroom to comment on that. I would hope
that all gifted programs offered depth and complexity with varied styles of teaching and
of demonstrating learning.

Definitely not. The district does not hold teachers and schools accountable to treat the
students as at-risk. They do not provide funds to support the programs.

Depending on school

There are several reasons given for how schools can get more students referred for gifted
testing with many of the responses citing the streamlining of the identification process. A
particular response from a teacher at Site A highlights that “more communication with parents
about the signs a child may be gifted as well as what the results mean” as a way to get the
families more involved with the process for gifted referrals and identification testing. The
respondents noted that “professional development” would assist in getting more African
American students referred for gifted testing as teachers would be more prepared to identify
potentially gifted students. Elhoweris (2008) noted the need to be culturally responsive to the
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 49
needs of underserved populations with appropriate professional development to identify
potentially gifted students in urban settings.
Summary
Findings indicate that the gifted referral process differs based on school, even within the
same district. Participants reiterated wanting to refer students for gifted assessment, but being
inhibited by the process established by LAUSD. Data from participants at both sites were used to
determine how African American boys are affected by their teacher’s decision to refer or not
refer them for gifted testing. The following sections summarize the results of an analysis of the
data gathered to answer the research questions.
To answer the first research question, participants at both sites stated that behavior has
“no impact” on their decision. However, participants shared that “boredom, lack or maturity and
lack of motivation” would affect their decision to refer students, which could negatively affect
African American boys who are less engaged with curriculum presented in a traditional style
(McBee, 2006).
To answer the second research question, many participants noted that a student’s
personality influences their decision to refer them for gifted testing. Therefore, how vocal a
student is in class could affect their teacher’s decision, which could be strongly based on the
teacher-student relationship. African American boys have been at a disadvantage in that their
verbal participation in the past has been viewed as “defiance,” and teachers’ reactions have not
always been positive (Ford, 2010). Another theme relates to the socioeconomic status of the
school site. As Site A and Site B were of different socioeconomic statuses, this became
influential in how teachers referred students. Participants from Site B, the more affluent of the
two, noted that the “pushy” parents and the families with tutors were more likely to have their
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 50
child referred for gifted testing. This further supports the notion that with financial advantage
comes privilege and access to a better education (Ford, 2010). The African American boys who
attend Site A are at a disadvantage, as their parents are not actively seeking and requesting gifted
testing for their children at the same rate as parents of children attending Site B.
To answer the third research question, the major theme that emerged is that the
paperwork has a negative impact on how teachers move forward with the decision to refer a
student for gifted testing. Participants responded that the required paperwork w can be
overwhelming and require too much of their time, therefore making it not worth the time.
The mainstreamed bias of teachers is both implicit and influential in the decision to refer
African American boys for gifted assessment. Through the lens of this theory educators have
curriculum that is designed to maintain Whiteness that can be counterproductive to the success of
minority students in the public school setting (Ladson-Billings, 1998). Educators who responded
to the survey commented on how an outspoken student would get their attention and may be
more likely to be referred for gifted assessment; however when looking at the curriculum via
critical race theory, the curriculum is designed in a way that mutes and erases African Americans
so that when they challenge the dominant cultural authority and powers it is often mistaken for
“acting out behavior” (Ladson-Billings, 1998). The assignment curriculum in urban districts not
only distorts but omits and includes stereotypes that impact how minority students connect and
view themselves in connection to their learning (Lac, 2017).
The under-referral of African American boys in LAUSD continues to place this subgroup
at a disadvantage that needs to be further explored. Chapter Five follows with a review of the
study, conclusions, implications, and suggestions for further research.

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 51
CHAPTER FIVE: FINDINGS, SUMMARY, AND RECOMMENDATIONS
To further the understanding of the under-representation of African American boys in
referrals to gifted identification in LAUSD elementary schools, research was conducted to
examine the process by which teachers refer students. Urban districts, such as LAUSD, have
failed to consistently identify African American boys for gifted programs. The number of
students identified as gifted does not complement the population’s representation in LAUSD
(LAUSD, 2018). This problem is further exasperated by LAUSD’s initiatives and programs to
identify more minorities for referral and gifted testing in all schools. The first four chapters of
this dissertation offered an introduction to the problems surrounding the referral process as it
relates to African American boys, a review of the literature on identification criteria, the
methodological design utilized for this study, and the analysis of the data collected from
participants at two different sites. This chapter provides a summary of the findings, implications
for practice, and recommendations for research. All findings presented served to answer the
following research questions for this study:
1. How do the behaviors of students affect their nomination for gifted identification?
2. What teacher related factors or perception contribute to elementary referrals of African
American boys in gifted testing through testing?
3. What are teachers’ recommendations to improve the nomination and identification of
African American boys for gifted programs and /or services?
Conclusion
Findings indicate that the gifted referral process differs from one site to another.
Participants wanted to refer students for gifted assessment, but they were held up by the process.
Participants at both sites stated that behavior has “no impact” on their decision, although they
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 52
stated that “boredom, lack or maturity and lack of motivation” would affect their decision. Also,
how vocal a student is in class could affect a teacher’s decision to refer. African American boys
have been at a disadvantage in that their verbal participation in the past has been viewed
negatively (Ford, 2010). Participant responses form the study indicate that the lack of verbal
participation affirms this notion and Black boys are therefore not referred at the same rate as
their White counterparts.
Another theme relates to the socioeconomic status of the school site. Participants from
the more affluent site noted that students with “pushy” parents and/or tutors were more likely to
be referred. “Pushy” is a term used by one of the teachers in response to parental participation in
which a parent consistently and relentlessly makes demands and requests.
Lastly, the paperwork required to refer a student has a negative impact on referrals.
Participants responded that the paperwork can be overwhelming and time consuming, making it
not worth the effort in referring all students. Teachers commented that the paperwork is
extensive and can at times be burdensome in the referral process.
The results of this study indicate that African American boys are not being referred for
gifted testing at the same rate as their White counterparts, and part of the reason for their under-
representation is the teacher’s influence in the process. As a result of African American boys not
being referred, they are less represented in gifted programs and Advanced Placement courses and
are less likely to be college bound (Ford & Grantham, 2003). Teachers affect the referral of all
students, and how they perceive their students determines their decision to refer them for gifted
identification. The impact comes in the form of parental support, student behaviors, academic
achievement, socioeconomic status, and district-provided resources. While parents’ input is part
of the process and necessary for the referral to move forward, the teachers in higher
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 53
socioeconomic communities are “pushed” to refer by the parents’ desire for their students’ to be
identified. At the same time, parents in lower socioeconomic status communities depend and
trust the teachers to guide their decisions (Ford & Grantham, 2003).
Ford et al. (2008) concluded that one of the reasons African American boys are not
referred as gifted is the lack of effort they put forth during academic lessons. Lack of motivation
and boredom are other characteristics found in literature as a reasons for non-referral. African
American boys becomes less motivated and connected to the curriculum as they go through the
educational system, creating yet another barrier for teacher referrals (Whiting, 2006). Also, while
there were only a few responses that linked to lack of motivation and boredom, previous
experiences influence how teachers move forward in the referral process and may be absent from
survey responses (Ford et al., 2008). Behavioral influence, as measured in the survey, supports
that, overall, there is no definitive influence on a teacher’s decision to refer students, but research
further examining student behavior would be needed to come to a clearer conclusion. Although
the teachers at both sites who identified behavior as a referral influence did not specifically tie
this to the under-referral of African American boys, it can be concluded that this further
supports the research that finds African American boys are less likely be referred due to
behavioral concerns in the classroom (Ford et al., 2008).
The under-referral is attributed to deficit thinking as it limits access and opportunity for
African American boys later on in life (Ford, Harris, Tyson, & Trotman, 2002). Deficit thinking
keeps educators from recognizing the talent and gifts that African American boys are capable of
exhibiting at school. This deficit thinking is what allows White students to be identified at
disproportionately higher rates than their African American counterparts. The results from the
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 54
survey indicate that respondents believed more professional development would be helpful in
identifying characteristics that could lead to more referrals of gifted students.
Throughout this research individuals shared their thoughts about elementary students’
referral process and the various factors that contribute to the under-referral of African American
students. Educators recognize the importance of early referral, as it will assist with the defined
trajectory established for African American boys. In addition, they want resources allocated to
support gifted programs in their schools.
As LAUSD has a large population of underserved students, whether they be minorities,
low income, second language learners or students with special needs, the referral process has not
improved gifted identification for these populations. With the implementation of the TIP across
the district, schools struggle to refer and identify proportionate number of minorities. Per the
findings, several educators refer to the need for additional professional development. Educators
need to be provided with the tools to identify students’ characteristics and to notice the actions of
a potentially gifted student.
As LAUSD serves such a diverse population, being culturally responsive in the
curriculum and instruction will assist in increasing educators’ awareness. Educators have to be
trained on how to look at cultural influences as a strength to be built upon. The professional
development has to be presented in more than a one-time in-service and be inclusive to
represented the culturally diverse population of students in LAUSD. The professional
development cannot be an optional online training, as it must become embedded at the school
sites for teachers across the district. Developing culturally responsive curriculum should be
included in teacher induction programs so that teachers in training can enter the profession with a
deeper understanding of the populations they will serve. Educators need to be prepared to look at
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 55
the students they serve and recognize the potential beyond the negative behavior, the potential
beyond the grades and test scores, the potential beyond their socioeconomic status, and the
potential beyond the parent involvement and make decisions based on student capabilities.
In addition to providing professional development for educators, parents of underserved
students also need adequate resources so that they can become better advocates for the children.
Through the research, the participants revealed that parents can influence the decision to refer
students, as in the case of Site B where the parents had more access to resources. Examining
resources through critical race theory connects White privilege with access to resources, and
financial status influences the educators’ perceptions of academic ability. Respondents noted that
“outside tutoring” and “at home support” influences the decision to refer students. As parental
support is necessary, the more knowledge a parent has about the referral process and gate
identification, the more likely they are to seek a referral for their child. Parents who are more
visible and involved in the school’s day-to-day activities will be more influential, another facet
of critical race theory. Parents who are more financially stable and can afford go be actively
engaged at the school are at an advantage over working-class parents who are not as visible.
Recommendations for the Field from the Field
Research can provide data to assist with developing professional development on
working with culturally diverse students to best meet their needs. Cultural relevance training will
allow teachers to relate and connect with their students and focus on characteristics that could be
used to refer students for gifted testing. Respondents provided several additional ways schools
can get more students tested for gifted testing:
Communicate to parents/guardians: the signs that a child may be gifted, the different
areas of giftedness, the method and process of testing, what the results mean.

Have an OLSAT type test every year.
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 56

Bring conservatory arts programs closer to schools

Implement universal testing and take parental referrals seriously.

Receive more money and education for teachers and parents

Provide PD’s and time for gifted students to be identified and referred”

Reduce the paperwork.

Give mini assessments to find out which students are ready for the actual gifted
assessment

Do not require schools to pay for gifted testing outside of the OLSAT

Do PDs so teachers know some of the specific characteristics to look for.

Recommendations for Further Research
This study looked specifically at students attending two differently populated schools in
the Los Angeles area to examine teacher attitudes and perceptions towards referring students for
gifted identification. All of the participants were volunteers and active in the gifted referral
process at their site. Due to the constraints of this study and the limiting participant selection
criteria, the results are not generalizable. However, additional research could help to further
understand the disproportionate referral of African American boys in urban schools and districts.
The first recommendation for a future study is to increase the number of participants
using a random sample of public schools. The present study focused on two school sites; one site
with a large population of African American students and the other with a dominant population
of White students. All of the educators at Site B have an abundance of financial support from the
community, and it enhances the limited resources provided by the school district. Students
attending Site B have access to the best resources and materials in the area, providing them a
probable advantage over students attending schools with profiles similar to those of Site A. By
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 57
looking at a variety of elementary schools (charter schools, private schools, public schools, high
minority population) across districts, researchers may have a better understanding of how to
improve the referral system and train more educators to identify students for gifted referrals and
meet the district goal of attaining a proportionate amount of African American boys in gifted
programs.
Further research on the relationship between educators and parents would lead to better
understanding of the referral process. Depending on the parent teacher relationship, it could
impact a teacher’s decision to refer or a parent’s decision to request a gifted assessment. Cultural
influences can impact the relationship as could socioeconomic status as both could limit the
interactions between teachers and parents or even create power dynamics in the relationship in
which the stakeholders are on an uneven playing field, but all stakeholders should be placed at
the same starting point. As mentioned by respondents, the parental influence can sometimes
determine if a child is referred for gifted testing. The relationship between parent and educator
can be explored to determine whether a parent’s volunteering or becoming involved with PTA
increases the opportunities of having a child referred as compared to a working parent who is
unable to volunteer as easily.
Another recommendation is to examine the knowledge African American parents have
about the referral process and how schools provide them with resources. Critical race theory
recognizes White privilege and access as a possible reason African American boys are not
referred at the same rate as their White counterparts. If the parents at Site A were provided the
same access and resources as the parents at Site B, would they be more likely to request a gifted
referral for their child? Leveling the playing field for all parents by providing them the same
information and resources regarding the referral process would allow a researcher a similar
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 58
comparison for the frequency of referrals. Determining the information provided to African
American parents at Site A compared to the information provided to White parents at Site B and
interviewing the parents would better serve to determine the influences on a parent’s decision to
refer their child.
The legitimizing of assessments as it relates to critical race theory can shift the current
practice educators have when identifying African American boys for gifted assessment. Teachers
who are assigned an already biased curriculum couple with a lack of cultural awareness can add
up to poor performance on traditional assessment measures often used by those same teacher to
determine if a student should be referred (Ladson-Billings, 1998). As long as these assessment
are used as a main criteria to determine if a child is successfully learning and their level of
capabilities there will continue to be a level of disparity in the number of African American boys
being referred for gifted assessments.
A last recommendation for future study is to explore the referral percentages for other
subgroups within LAUSD. As this was a small sample focused on African American boys, it
would be worthwhile to examine how other subgroups compare proportionally to the gifted
population and how teachers’ perceptions affect all students in the district. All stakeholders will
benefit from increased referrals of disadvantaged students for gifted assessment. Students,
parents, and educators will be able to see the full spectrum of diversity as it relates to the
classroom, and students will learn alongside a group of peers who reflect of the culture of a
diverse society.
AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 59
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AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 63
APPENDIX A
Email Soliciting Survey Participant
I am currently working on my dissertation study: The Under-identification of African American
boys in gifted programs.

I would like to recruit elementary grade teachers to participate in an online survey sharing how
they refer students for gifted testing. All information will be kept confidential except in cases of
child abuse (I am a mandated reporter).

I have attached my LAUSD and USC Institutional Review Board approval letters. The survey
can be accessed via the following linkhttps://www.surveymonkey.com/r/87HD5K9

Teacher Referrals for Gifted Students Survey
www.surveymonkey.com
Take this survey powered by surveymonkey.com.
Create your own surveys for free.

AFRICAN AMERICAN BOYS IN GIFTED PROGRAMS 64
APPENDIX B
SURVEY QUESTIONS

Survey Question
What school do you currently work at?
What is your ethnicity?
What grade do you teach?
What is your gender?
How many years have you been teaching?
What are some of the characteristics you look for when determining to refer a student for gifted testing?
What would be reasons not to refer a student for gifted testing?
How does parental involvement influence a decision to refer student for gifted testing?
How does the referral process help or hinder the process for identifying GATE students?
Why is it important in your view to have students referred for gifted testing?
Under what circumstances would you not refer a student to be tested even though they display some gifted
tendencies in their work?
How does a student’s home environment impact a decision to refer a student for gifted testing?
What can schools do to get more students referred for gifted testing?
How does a student’s behavior influence your decision to refer for gifted testing?
Would you ever not refer a student for gifted testing based on the quality of programming offered by
LAUSD? Why or why not?
Do you feel LAUSD provides adequate resources for students once they are identified gifted? Why or why
not?

Abstract (if available)

Abstract This study applied critical race theory to examine teacher referrals of African American boys for gifted programs. This descriptive qualitative study captured student behavior, parental impact, the referral process and other factors that affect a teacher’s decision to refer a student for gifted testing. This case study solicited elementary teacher volunteers from two sites, one predominately composed of African Americans and the other composed mostly of White students. The first finding was that student behavior does affect a teacher’s decision to refer students for gifted testing. The second major finding is that schools need adequate professional development on culturally responsive curriculum to better identify African American boys for gifted testing. Finally, parental involvement and socioeconomic status affect a teacher’s decision to refer students

Linked assets

University of Southern California Dissertations and Theses

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Asset Metadata

Creator Powell, Lester Demetrius (author)

Core Title The under-referral of African American boys to gifted programs

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/25/2019

Defense Date 04/15/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag African American boys,gifted,OAI-PMH Harvest,under referral,urban setting

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Kaplan, Sandra (committee chair)

Creator Email powell830@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-192387

Unique identifier UC11663205

Identifier etd-PowellLest-7628.pdf (filename),usctheses-c89-192387 (legacy record id)

Legacy Identifier etd-PowellLest-7628.pdf

Dmrecord 192387

Document Type Dissertation

Format application/pdf (imt)

Rights Powell, Lester Demetrius

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA