Underrepresentation of African American and Hispanic Students in Gifted Education: Impact of Social Inequality, Elitism, and Colorblindness

Abstract

This chapter examines underrepresentation among African American and Hispanic students in gifted education using the perfect storm analogy, arguing that social inequality, elitism, and colorblindness are three forces that contribute to the poor presence of these groups in gifted education. Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity. Underrepresentation is placed under the larger issues of achievement gaps, and inequitable school practices, specifically de jure segregation. Models and discussions of social inequality, elitism, and colorblindness are presented to explain that the magnitude of underrepresentation is beyond statistical chance and a function of decision makers’ attitudes and beliefs grounded in deficit paradigms. The primary theses and admonitions are that gifted education underrepresentation is counterproductive in such a culturally different nation, and that desegregating gifted education is nonnegotiable. Suggestions for desegregating gifted education and eliminating inequities are provided.

Citation

Ford, D.Y. (2014), "Underrepresentation of African American and Hispanic Students in Gifted Education: Impact of Social Inequality, Elitism, and Colorblindness", Gifted Education: Current Perspectives and Issues (Advances in Special Education, Vol. 26), Emerald Group Publishing Limited, Leeds, pp. 101-126. https://doi.org/10.1108/S0270-4013(2014)0000026005