Segregation and the Underrepresentation of Blacks and Hispanics in Gifted Education: Social Inequality and Deficit Paradigms

By D. Ford. 2014

136 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/9f6f437ee729c2733c29ede1051269d864b66740

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jaret Hodges
2. Juliana Tay
3. Yukiko Maeda
4. Marcia Gentry
5. Jemimah L. Young
6. D. Ford
7. S. Peters
8. D. Lohman

Citations in the corpus

• What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research (2019, unknown): “Deficit thinking ignores systemic influences that shape disparities in social and educational outcomes (Chambers & Spikes, 2016; Ford, 2014; Valencia, 1997, 2010).”
• A Meta-Analysis of Gifted and Talented Identification Practices (2018, background): “This supports previous findings that Black and Hispanic students continue being largely underidentified and underrepresented in gifted programs in the United States for decades (Daniels, 1998; Erwin & Worrell, 2012; D. Ford, 2014; Yoon & Gentry, 2009).”
• Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM (2017, background): “Black girls are underrepresented by almost 40% in gifted education nationally (Ford, 2014).”