Administrators' Perceptions of Minoritized Students' Underrepresentation in K-8 GATE
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| Title: | Administrators' Perceptions of Minoritized Students' Underrepresentation in K-8 GATE |
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| Language: | English |
| Authors: | Vernice Verona Sharpe |
| Source: | ProQuest LLC. 2025Ed.D. Dissertation, Walden University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 125 |
| Publication Date: | 2025 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Administrator Attitudes, Academically Gifted, Acceleration (Education), Gifted Education, Minority Group Students, Disproportionate Representation, Elementary School Students, Middle School Students, Talent Identification, Special Programs |
| ISBN: | 979-83-468-7830-8 |
| Abstract: | The purpose of this qualitative study was to understand SWSD administrators' perceptions of the practices and identification criteria that exacerbated this underrepresentation, guided by a culturally responsive school leadership framework. For this basic qualitative design, eight SWSD administrators with direct knowledge of the GATE programs participated in semistructured interviews. Data analysis involved initial and axial coding, resulting in three key themes: limited cultural awareness among administrators, the importance of incorporating community perspectives, and the need to reevaluate traditional GATE identification practices. Based on these themes, it is recommended to enhance cultural competency training, to engage community members in decision-making, and to reform selection processes to improve accessibility for minoritized students. These insights promote positive social change by advocating for inclusive educational policies that ensure all minoritized students have equal access to GATE programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31768009 |
| Accession Number: | ED665269 |
| Database: | ERIC |
| Abstract: | The purpose of this qualitative study was to understand SWSD administrators' perceptions of the practices and identification criteria that exacerbated this underrepresentation, guided by a culturally responsive school leadership framework. For this basic qualitative design, eight SWSD administrators with direct knowledge of the GATE programs participated in semistructured interviews. Data analysis involved initial and axial coding, resulting in three key themes: limited cultural awareness among administrators, the importance of incorporating community perspectives, and the need to reevaluate traditional GATE identification practices. Based on these themes, it is recommended to enhance cultural competency training, to engage community members in decision-making, and to reform selection processes to improve accessibility for minoritized students. These insights promote positive social change by advocating for inclusive educational policies that ensure all minoritized students have equal access to GATE programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-468-7830-8 |
