Date on Master's Thesis/Doctoral Dissertation
8-2017
Document Type
Doctoral Dissertation
Degree Name
Ed. D.
Department
Educational Leadership, Evaluation and Organizational Development
Degree Program
Educational Leadership and Organizational Development, EDD
Committee Chair
Ingle, W. Kyle
Committee Co-Chair (if applicable)
Carpenter, Bradley
Committee Member
Carpenter, Bradley
Committee Member
Immekus, Jason C.
Committee Member
Larson, Ann
Author's Keywords
African-American; gifted; advanced placement; efficacy; identity; peers
Abstract
The last several decades have seen numerous efforts to close the achievement gap and minimize educational disparities between for students of color. This study explored the participants of one state-based initiative to increase the number of marginalized students (e.g., low socioeconomic status, students of color) in gifted classrooms. Research suggests that the educational experiences of gifted students of color is vastly complex, even multidimensional and is particularly influenced by sociocultural factors. For gifted African-American students these issues may be exacerbated as they struggle with identity development due to ostracizing from peers for their pursuit of academic excellence (Fordham & Ogbu, 1986). The purpose of this study was to understand how African-American students who “self-identify” as gifted, perceive their peers as influencing the development of their own academic identity and efficacy beliefs. The study used student voice as a tool to capture the essence of informant experiences, allowing for a rich data collection and cross-case analysis.
Recommended Citation
Taylor, Tinisha Yvette, "Perceptions of peer group interactions on self-efficacy and academic identity of African-American students in advanced placement classes." (2017). Electronic Theses and Dissertations. Paper 2743.
https://doi.org/10.18297/etd/2743
