在公立学校资优项目中实现公平的挑战

IF 3 3区 教育学 Q1 EDUCATION, SPECIAL
S. Peters
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引用次数: 66

摘要

从一开始,K-12天才项目就与种族、民族、社会经济、母语和残疾不平等作斗争。至少从20世纪70年代开始,这种不平等就在公立学校中得到了充分的记录,尽管在会议、学术期刊和K-12学校中得到了大量关注,但这种不平等一直顽固地存在着。本文的目的是概述为什么存在这种不平等,以及为什么与之斗争的共同努力没有成功。最后,设计糟糕的身份识别系统,加上更大的社会不平等问题和系统性、制度化的种族主义,最有可能是罪魁祸首。在文章的最后,我列出了一系列可以采取的行动——从唾手可得的成果到重大的社会变革——以对抗天才教育中的不平等,推动这一领域向前发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Challenges of Achieving Equity Within Public School Gifted and Talented Programs
K–12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and in K–12 schools. The purpose of this article is to outline why such inequity exists and why common efforts to combat it have been unsuccessful. In the end, poorly designed identification systems combined with larger issues of societal inequality and systemic, institutionalized racism are the most likely culprits. I end the article with a hierarchy of actions that could be taken—from low-hanging fruit to major societal changes—in order to combat inequity in gifted education and move the field forward.
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来源期刊
CiteScore
6.30
自引率
29.00%
发文量
41
期刊介绍: Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.
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