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The impact of teachers’ attitudes and perceptions on the under representation of African American students in gifted education programs
Schreiner, J. Kathryn
Schreiner, J. Kathryn
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2010-05
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Electronic dissertations
Electronic dissertations
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Abstract
This research studied the potential impact of teachers’ attitudes and perceptions on the
under representation of African American students in gifted education programs. The
study was conducted in an urban, Midwest school district with 322 elementary school
teachers participating. Results indicated that, in general, teachers perceive that African
American learners have a more difficult time learning than do students from other ethnic
groups. The mean score for White teachers was significantly higher than the mean scores
for Minorities. Results also indicated that, in general, teachers perceive that, although
African American learners are served at a higher rate than White students in special
education programs, they are not misidentified, and thus belong in those programs when
they are placed there. The mean scores of Minority teachers, teachers over the age of 35,
and teachers who had taught more than 15 years were significantly lower, although their
scores still indicated a general agreement with the idea that they are not misidentified.
The final significant finding was that younger teachers (22 – 35 years of age) felt that
they have had more adequate training in how to teach students from different cultural
backgrounds. This did not, however, seem to make any difference in their attitudes
toward African American learners’ ability to learn or misidentification.
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Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology
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Wichita State University
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Copyright First Name Last Name, 2010. All rights reserved