Identifying Low-Income and Minority Students for Gifted Programs: Academic and Affective Impact of Performance-Based Assessment

2021 ◽  
pp. 129-146
Author(s):  
Annie Xuemei Feng ◽  
Joyce VanTassel-Baska
Keyword(s):  
Minority Students ◽  
Low Income ◽  
Gifted Programs ◽  
Performance Based Assessment ◽  
Affective Impact

A Study of Identification and Achievement Profiles of Performance Task-Identified Gifted Students over 6 Years

2007 ◽  
Vol 31 (1) ◽  
pp. 7-34 ◽  
Author(s):  
Joyce VanTassel-Baska ◽  
Annie Xuemei Feng ◽  
Elizabeth de Brux
Keyword(s):  
Minority Students ◽  
Low Income ◽  
Gifted Students ◽  
State Assessment ◽  
Female Students ◽  
The State ◽  
Effect Sizes ◽  
State Assessments ◽  
Gifted Programs ◽  
Performance Task

This study examined the trend of identification and achievement patterns of performance task-identified students over a span of 6 years (2000–2005), in comparison to profiles of students who were identified exclusively through traditional ability and achievement tests. The study findings suggested that the performance-based protocols were consistent across time in locating a higher percentage of low-income and minority students, as well as female students for gifted programs; a higher percentage of students with uneven verbal-nonverbal strengths were performance task-identified students also. Performance task-identified students scored significantly lower than traditionally identified students on both the English and math portions of the state assessment test for multiple years; however, the performance differences on state assessments were small, rendering small effect sizes.

Underrepresentation of Minority Students in Gifted Programs: Yes! It Matters!

1991 ◽  
Vol 35 (2) ◽  
pp. 81-83 ◽  
Author(s):  
Jocklyn Smith ◽  
Barbara LeRose ◽  
Robert E. Clasen
Keyword(s):  
Minority Students ◽  
Gifted Programs

scholarly journals Linked Coding: A Qualitative Investigation of the Impact of a College Transition Program

2019 ◽  
Vol 26 (2) ◽  
Author(s):  
Laura Coleman-Tempel ◽  
Meghan Ecker-Lyster
Keyword(s):  
Minority Students ◽  
Low Income ◽  
College Transition ◽  
First Generation ◽  
Underrepresented Students ◽  
Qualitative Evaluation ◽  
Transition Program ◽  
Cultural Mismatch ◽  
College Ready ◽  
The Impact

Limited college knowledge often impacts underrepresented students’ ability to navigate the college setting, creating institutional barriers for these students once arriving on campus. Students who are first-generation, low-income, and/or minority students have been shown to be less “college ready” than their peers. This discrepancy in preparedness can be conceptualized as a cultural mismatch between the student’s background knowledge and the higher education institution's expectations and norms (Lohfink & Paulsen, 2005). This qualitative evaluation provides an in-depth investigation into first-generation, low-income, and minority students’ perceptions and experiences with a yearlong college transition program. The study explores how a college transition program can impact students’ social development.

Don't Forget About Us

2021 ◽  
pp. 126-140
Author(s):  
Rayshawn L. Eastman ◽  
April Eddie ◽  
Kelli Johnson
Keyword(s):  
Minority Students ◽  
Low Income ◽  
First Generation ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
Social Challenges ◽  
Education Professionals ◽  
Racial Minority Students ◽  
Diverse Student ◽  
Higher Education Professionals

Through narratives, this chapter explores the perspectives of three higher education professionals who served diverse student bodies during a pandemic. Detailing their experiences, the authors address efforts made to support underrepresented students during a pandemic. The effects of COVID-19 were vast and even more impactful for underrepresented students. The challenges of taking classes during a pandemic, combined with the known social challenges of 2020, made for an unforgettable period of time. This chapter addresses lessons learned, best practices, and suggestions for supporting students during a pandemic. The authors define underrepresented students as first-generation, LGBT+, low-income, and ethnic/racial minority students.

scholarly journals Diversity and Technology: Classroom Implications of the Digital Divide

2005 ◽  
Vol 20 (4) ◽  
pp. 9-18 ◽  
Author(s):  
Maya Kalyanpur ◽  
Mubina H. Kirmani
Keyword(s):  
Students With Disabilities ◽  
Digital Divide ◽  
Minority Students ◽  
Low Income ◽  
Culturally Diverse ◽  
Female Students ◽  
Digital Inclusion ◽  
Technology Classroom ◽  
Diverse Backgrounds

This paper analyzes the intersection of technology and diversity in classrooms with reference to the implications of the inequity of access and usage for under-represented groups including low-income, minority students, students from culturally diverse backgrounds, students with disabilities, and female students. Strategies at national and individual levels to facilitate a process of digital inclusion for all children are identified.

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