Underrepresentation in Gifted Education Revisited: The Promise of Single-Group Summaries and Meta-Analytic QuantCrit

Abstract

Get full access to this article

View all access options for this article.

References

Finch

Cumming

(2009). Putting research in context: Understanding confidence intervals from one or more studies. Journal of Pediatric Psychology, 34(9), 903-916. https://doi.org/10.1093/jpepsy/jsn118

Ford

D. Y.

(2013). Gifted underrepresentation and prejudice: Learning from Allport and Merton. Gifted Child Today, 36(1), 62-67. https://doi.org/10.1177/1076217512465285

Gillborn

Warmington

Demack

(2018). QuantCrit: Education, policy, “big data” and principles for a critical race theory of statistics. Race Ethnicity and Education, 21(2), 158-179. https://doi.org/10.1080/13613324.2017.1377417

Hodges

Tay

Maeda

Gentry

(2018). A meta-analysis of gifted and talented identification practices. Gifted Child Quarterly, 62(2), 147-174. https://doi.org/10.1177/0016986217752107

Lamb

K. N.

Boedeker

Kettler

(2019). Inequities of enrollment in gifted education: A statewide application of the 20% equity allowance formula. Gifted Child Quarterly, 63(4), 205-224. https://doi.org/10.1177%2F0016986219830768

Peters

S. J.

(2021). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly. Advance online publication. https://doi.org/10.1177/00169862211002535

Yoon

Gentry

(2009). Racial and ethnic representation in gifted programs: Current status of and implications for gifted Asian American students. Gifted Child Quarterly, 53(2), 121-136. https://doi.org/10.1177/0016986208330564

Young

J. L.

Young

J. R.

Ford

D. Y.

(2017). Standing in the gaps: Examining the effects of early gifted education on Black girl achievement in STEM. Journal of Advanced Academics, 28(4), 290–312. https://doi.org/10.1177/1932202X17730549