Minority Students in Special and Gifted Education.

By M. Donovan, Christopher T. Cross. 2002

1,303 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ac442b02bd6e68d719aec5c80779c3d967f0ad8a

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Sally M. Reis
2. Marcia Gentry
3. Jaret Hodges
4. Juliana Tay
5. Yukiko Maeda
6. Carolyn M. Callahan
7. S. Peters
8. Amy L. Reschly

Citations in the corpus

• Primary Teachers' Conceptions of Giftedness (2008, background): “…efforts to attain more equitable representation of gifted students from diverse populations, poor and minority students remain underserved by gifted education programs proportional to their representation in the broader student population (Donovan & Cross, 2002; U.S. Department of Education, 1993).”
• Is there still a need for gifted education? An examination of current research (2010, background): “…research cited above that expanded conceptions of giftedness, the majority of young people identified as gifted continue to represent the majority culture, as economically disadvantaged and other diverse student populations continue to be underrepresented in gifted programs (Donovan & Cross, 2002).”
• Using an Ever–English Learner Framework to Examine Disproportionality in Special Education (2017, background): “Given the important role of socioeconomic status in predicting outcomes, including special education identification (Cross & Donovan, 2002; MacMillan & Reschly, 1998; Michelmore & Dynarski, 2016), we conducted two sensitivity checks to investigate the possible implications of not having a…”
• Identifying Gifted Students From Underrepresented Populations (2005, background): “…of ethnic minority groups demonstrates that, although gaps exist between students from middle-class, White populations and poor, minority populations on measures of readiness to learn and achievement in the early grades, those gaps increase dramatically over time (Donovan & Cross, 2002).”
• Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis (2017, background): “Failure to account for academic achievement and additional potential confounds has been repeatedly identified as a major methodological limitation of existing MDR research (e.g., Donovan & Cross, 2002; Hosp & Reschly, 2004; MacMillian & Reschly, 1998).”
• Bringing Research–Based Practice in Reading Intervention to Scale (2003, background): “…of a responsiveness-to-intervention model, currently cited by many as the cornerstone of effective intervention for students who are at risk for learning difficulties, and of valid identification of students who need special services (Bradley, Danielson, & Hallahan, 2002; Donovan & Cross, 2002).”
• Racial and Ethnic Representation in Gifted Programs (2009, background): “Particularly, more detailed data collection procedures are strongly recommended to include information about socioeconomic class, education, generations of immigrants, family structure, and geographical regions for all ethnic subgroups (Donovan & Cross, 2002).”
• Discarding the Deficit Model. (2007, background): “It is widely acknowledged that IQ tests are really “tests of general achievement, reflecting broad, culturally rooted ways of thinking and problem solving” (Donovan & Cross, 2002, p. 284).”
• The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention (2011, background): “Whether they are eligible for special education services depends largely on the clinical judgment of educators (Donovan & Cross, 2002).”
• Preschool Teacher Attachment, School Readiness and Risk of Learning Difficulties. (2013, background): “Scholastic skill prerequisites appear significantly early in development; on the other hand, children may fail to learn at school for many reasons including economic disadvantage, poor language skills, emotional difficulties and inadequate academic instruction (Donovan & Cross, 2002).”
• Cultural considerations with response to intervention models (2006, background): “This change has dramatic implications for culturally and linguistically diverse students who historically have been disproportionately overrepresented in special education programs (Artiles, Trent, & Palmer, 2004; Donovan & Cross, 2002; Heller, Holtzman, & Messick, 1982).”