Case Studies of Success: Supporting Academic Success for Students With High Potential From Ethnic Minority and Economically Disadvantaged Backgrounds

The underrepresentation of ethnic minority and economically disadvantaged students in gifted education must be understood in terms of broader school contexts and practices. This qualitative study investigated how teachers and schools contributed to the academic success of minority students of high p...

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Bibliographic Details
Published in:Journal for the education of the gifted 2014-09, Vol.37 (3), p.191-219
Main Authors: Tomlinson, Carol Ann, Jarvis, Jane M.
Format: Article
Language:English
Subjects:
Academic Achievement
Academically Gifted
Achievement Gap
Achievement tests
Case Studies
Disproportionate Representation
Economically Disadvantaged
Educational Research
Elementary School Students
Ethnic Groups
Gifted
Gifted education
High School Students
Low Income
Minority Groups
Observation
Outcomes of Education
Poverty
Program Effectiveness
Qualitative Research
R&D
Research & development
Secondary school students
Semi Structured Interviews
Success
Teachers
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Description
Summary:The underrepresentation of ethnic minority and economically disadvantaged students in gifted education must be understood in terms of broader school contexts and practices. This qualitative study investigated how teachers and schools contributed to the academic success of minority students of high potential from economically disadvantaged backgrounds. Researchers collected observation, interview, and documentary data for 2 years at each of three case study sites with a reputation of effectiveness in supporting academic success of minority students from low-income backgrounds. Data indicated that (a) teachers and schools can positively affect achievement without being exemplary in all facets of their practice, (b) teachers’ and schools’ definitions of success shape students’ opportunities for achievement, (c) developing the capacities of high-potential students necessitates supported access to challenging curriculum for all minority students, and (d) educators who foster academic success in minority students support students to comfortably navigate dual cultural worlds.
ISSN:0162-3532
2162-9501
DOI:10.1177/0162353214540826