Publication Date

12-31-2010

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2010.3

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Christopher Hunt

Committee Members

Marjo Mitsutomi

Sue Buster

Keywords

education; social sciences; culturally diverse; culturally linguistically diverse; gate; gifted and talented education; gifted education; Hispanic gifted education

Disciplines

Curriculum and Instruction | Educational Leadership | Gifted Education

Abstract

Purpose. The purpose of the study was to identify factors and policies that negatively impact culturally and linguistically diverse (CLD) students in a gifted program. A second purpose was to see if the achievement scores of CLD gifted students decrease over time on the California Standards Test (CST). A third purpose was to explore the impact of English language acquisition on the retention of CLD students in gifted programs.

Methodology. This study was a comparative descriptive study examining quantitative data from the annual state achievement test and quantified qualitative data measuring administrator and teacher attitudes regarding negative factors that affect culturally diverse students and student engagement in the gifted curriculum used in elementary, middle, and high schools within a Southern California School District.

Findings. Data analysis revealed that overall, Hispanic students made greater gains in terms of CST performance from the 4th to 11th grade, which is contrary to the literature reported in chapter two of this study. Data indicated that English-Only students have a statistically significantly high percentage of students dropping out of the GATE program at Bloomington High School, while Hispanic GATE students formerly identified as limited English proficient had the lowest percentage of students leaving the program.

Conclusions. Additional data demonstrated that teachers and administrators disagree among their own groups as to whether the needs of culturally diverse students are being met by the curriculum presently taught and a focus on the current curriculum negatively affecting culturally diverse students. When teacher and administrator responses were sorted by highest means, the data showed that teachers believed the emphasis on CST scores, lack of parent education, and lack of parental involvement to be the most significant negative factors affecting culturally diverse students. Administrators, however, believed that lack of teachers trained in multicultural education, lack of culturally responsive teaching, and lack of parental involvement were the most significant factors negatively affecting culturally diverse students.

Comments

© 2010 Natasha L. Jones

All Rights Reserved

ISBN: 9781124353029

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