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Québec Université Laval, Bibliothèque 2013

Gifted programs, designed to enhance engagement and rigor for students exhibiting talent or potential beyond their peers in the general education classroom, are not equitably identifying and serving Hispanic/Latino students. This qualitative study explored gifted programming at a Title I elementary school located in a largely Hispanic/Latino community. Very few students received gifted services at the school, despite equity measures in place. Using a framework of educational capital, this study highlighted the cultural capital and community cultural wealth of gifted Hispanic/Latino students and provided suggestions for enhancing programming for this historically underidentified population of learners. Data were collected through semistructured interviews of parents and teachers of students receiving gifted services. Questions were aligned with concepts of capital, and a priori codes were used to analyze participant perspectives. Findings identified embodied cultural capital as the dominant gifted paradigm, but inequitable opportunities to learn hinder students’ ability to embody giftedness. Also, the linguistic capital of other cultures has been unrecognized by gifted testing, impacting access for gifted emergent bilingual students. Finally, barriers to success (e.g., low levels of rigor and engagement at the school, lack of opportunity to test for the gifted program, and lack of navigational capital for parents and teachers) threaten the vibrant hopes and dreams parents and teachers have for these students. Findings support the need for increased gifted programming in Title I schools and updated gifted policy to reflect culturally inclusive values.

This qualitative case study explores student, parent, and teacher perceptions of school racial climate and its impact on students’ academic and personal lives at a charter middle school in South Los Angeles. The study also explores teacher handling of the impact of racial tensions at this school with a majority Latin@ student enrollment and a predominantly Black teaching staff. School climate refers to the perceived quality of interpersonal interactions among teachers, students, staff, and parents. A positive school climate is associated with increased academic achievement and decreased disciplinary problems. Conversely, schools wrought with interethnic conflict or a poor racial climate divert focus and resources away from student learning and toward chronic disciplinary problems and teacher attrition. This case study demonstrates how Black administrators handled displacement by a large immigrant Latin@ population by instituting a system of Black privilege to protect political and economic space. The massive immigration of Latin@s offered a critical opportunity for coalition building with Blacks. However, a competition-based framework emerged, rendering this case study a microcosm of missed opportunity in South Los Angeles and beyond.