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 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.

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