There is an evident under-representation of Hispanic students in Gifted and Talented (GT) programs. This is due to several reasons including lack of valid instruments, biased standardized tools, biased teacher perceptions, and misinterpretation of tests scores among others. The need to develop and/or validate instruments that reflect students?? cultural backgrounds has become a priority in the U.S. today. The purpose of this study was to analyze the reliability and validity facets of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) developed by Irby and Lara-Alecio (1996), more specifically, the split-half reliability and the concurrent validity when correlated to the Bilingual Verbal Abilities Test (BVAT). Participants were 527 students from two elementary schools in Texas. Students were administered the HBGSI in May 2003 and a reduced sample was administered the BVAT in the latter part of 2003 and the beginning of 2004. Results were analyzed, interpreted and discussed. The researcher found that the HBGSI has evidence of high reliability coefficients using Guttman, Spearman-Brown and Cronbach??s alpha ranging from .93 to .97. Concurrent validity was computed using Pearson correlation coefficient r =.39. Additionally, an exploratory factor analysis was conducted and revealed the existence of 5 factors. Among the primary limitations is the generalizability of the findings. Readers should use caution in applying the findings of this study to other settings and populations. Further research is recommended to establish the concurrent validity of the HBGSI with other achievement measures. In conclusion, there has been a contemporary move to the incorporation of inclusive screening instruments for use with language minority students. This movement suggests the inclusion of portfolio and performance assessment, checklists, and teacher observations in addition to standardized measures. The HBGSI has shown promising results in the arena of Hispanic gifted identification. This instrument is recommended to be used at the first stage of the screening process of potential Hispanic GT students. This study provided insight into the improvement of practices and identification of Hispanic bilingual students.

There is an evident under-representation of Hispanic students in Gifted and Talented (GT) programs. This is due to several reasons including lack of valid instruments, biased standardized tools, biased teacher perceptions, and misinterpretation of tests scores among others. The need to develop and/or validate instruments that reflect students?? cultural backgrounds has become a priority in the U.S. today. The purpose of this study was to analyze the reliability and validity facets of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) developed by Irby and Lara-Alecio (1996), more specifically, the split-half reliability and the concurrent validity when correlated to the Bilingual Verbal Abilities Test (BVAT). Participants were 527 students from two elementary schools in Texas. Students were administered the HBGSI in May 2003 and a reduced sample was administered the BVAT in the latter part of 2003 and the beginning of 2004. Results were analyzed, interpreted and discussed. The researcher found that the HBGSI has evidence of high reliability coefficients using Guttman, Spearman-Brown and Cronbach??s alpha ranging from .93 to .97. Concurrent validity was computed using Pearson correlation coefficient r =.39. Additionally, an exploratory factor analysis was conducted and revealed the existence of 5 factors. Among the primary limitations is the generalizability of the findings. Readers should use caution in applying the findings of this study to other settings and populations. Further research is recommended to establish the concurrent validity of the HBGSI with other achievement measures. In conclusion, there has been a contemporary move to the incorporation of inclusive screening instruments for use with language minority students. This movement suggests the inclusion of portfolio and performance assessment, checklists, and teacher observations in addition to standardized measures. The HBGSI has shown promising results in the arena of Hispanic gifted identification. This instrument is recommended to be used at the first stage of the screening process of potential Hispanic GT students. This study provided insight into the improvement of practices and identification of Hispanic bilingual students.

This study examined school divisions in the Commonwealth whose percentage African American students in gifted education were proportionate or nearly proportionate to their representation in the general student body in order to determine if there were any commonalities in their selection criteria. The conceptual framework suggests the type of assessments, professional development, multiple criteria, and students' self-perceptions are significant factors that determine the proportionality of African American students in gifted education programs within the Commonwealth. The reader has been provided with information on the historical perspective of disproportionate representation African Americans traditionally endured in gifted education. Data collected from interviews of directors of gifted education in school divisions that reported proportional representation of African American students in the area of General Intellectual Aptitude in gifted education. An analysis of the data revealed participating school divisions provided professional development on identifying underrepresented populations, used at least six multiple criteria options, selected both achievement and aptitude assessments during the screening process, and provided support for students' self-perceptions with a variety of programs which resulted in a proportional or near proportional African American representation in their gifted programs. / Ed. D.

Äldre invandrare utgör en speciell grupp av den äldre befolkningen, trots många likheter med sina kamrater födda i Sverige. Forskningen visar att de ansöker om olika omsorgstjänster i lägre utsträckning än infödda och är mer benägna att avstå från dem även när de blir beviljade, samtidigt som hjälpbehov i deras fall uppstår i tidigare ålder och är allmänt sett större än för infödda. Den starka tendensen att klara sig själva eller med hjälp av sina anhöriga leder till att de är underrepresenterade inom den offentliga äldreomsorgen. I denna uppsats kartlägger jag olika beteenden och attityder som ligger till grund för detta fenomen och ger en helhetsbild av äldre invadrares levnadsförhållande. Beskrivningen visar en allmän oro hos äldre invandrare för att inte bli sedda och behandlade på rätt sätt av omsorgspersonal samt deras strävan efter att inte vara till besvär så länge de inte är mycket gamla och i stort behov av hjälp. En rad faktorer bidrar till att de känner sig mindre bekväma och trygga med den offentliga äldreomsorgen, bland annat invandrares generellt sett svagare ekonomiska resurser, bristande språkkunskaper som ytterligare kan försvagas med ålder, begränsat socialt nätverk till följd av pensionering alternativt invandring i hög ålder mm. Ytterligare ett problem är deras medvetenhet om att de inte hunnit bidra till samhället i samma utsträckning som andra och en sorts ”tacksamhetsmur” som hindrar äldre invandrare från att söka hjälp i tid vilket i sin tur försvårar efterföljande åtgärder. Allt detta skapar en känsla av resurssvaghet och beroende av det omgivande samhället, en känsla som äldre invandrare försöker undgå genom att minska sina behov och förväntningar och klara sig på egen hand eller med hjälp av sina närstående.

The disproportional representation of students from various demographic subgroups within identified gifted and talented populations has long frustrated policy makers, education advocates, researchers practitioners within the field, and those concerned with societal inequality in general. Despite the prevalence of articles in the media reporting on disproportional representation, little research has been conducted to track whether (a) the representation of these student subgroups, particularly students with limited English proficiency or students with disabilities, has changed over time or (b) states with and without policies differ in proportional representation of students identified with gifts and talents. For example, increasingly, gifted education advocates have pushed for mandates that all students be screened for gifted program eligibility as a way to combat disproportionality, despite little evidence that such methods influence proportionality. Therefore, this study sought to understand whether and how state and national gifted program demographics have changed over time and how proportionality is correlated with state mandates for gifted education identification or services. A preprint of this paper as well as additional figures are available at: https://osf.io/325m9/.

No description available.

The current study was conducted to examine the underrepresentation of African American Faculty in Illinois institutions of higher education. The researcher used the critical race theory and cultural proficiency theory to frame the study. The following research questions guided the study: (1) What challenges and barriers have African Americans experienced in receiving a quality education? (2) In what ways does family structure affect the success of African American professors toward the completion of a graduate degree? (3) What positive experiences have African Americans had throughout their educational career to encourage their pursuit of the professoriate? and (4) How can faculty diversity be obtained among institutions of higher education? The study employed a mixed-methods research design to examine the experiences of African American faculty members employed in Illinois higher education institutions. The quantitative portion of the study consisted of an online survey distributed to African American faculty members. The qualitative portion included both focus groups and interviews. Open-ended questions were designed to elicit information concerning the experiences of African Americans in their educational pursuit. An email survey was sent to 242 African American faculty members from throughout the state of Illinois. Of the 242 surveys, 216 were actually received by the intended participants. The study yielded a 43% return rate. The survey provided demographic information about Illinois higher education faculty members. It presented a synopsis of the population and the factors that affected a student's educational pursuit. In addition, the survey provided information on the family background and experiences from the faculty member's childhood throughout their college career and into their professional career. Focus groups were conducted to obtain the personal stories of African American faculty members regarding the experiences they have had in their pursuit of the professoriate. Three focus group sessions were held resulting in a total of 12 individuals participating. The challenges facing African Americans in obtaining a quality education were discussed along with discussion of their familial and educational history. This method provided a rich opportunity for discussion and insight into the lives of African American faculty members. Post-hoc interviews were conducted with six African American faculty members at a mid-western four-year research institution. These interviews provided additional information in order to connect the results of this study. The interviews presented interesting conversation and brought out different perspectives than the survey and focus groups had provided. Interview participants were asked about the positive aspects in their lives that encouraged them to pursue the professoriate. Familial and educational history was briefly discussed. The main topic of discussion for the interview sessions was the employment and tenure process for higher education faculty members and how faculty diversity can be achieved. It is recommended that students be encouraged from an early age to pursue academia as a career. College preparatory courses need to be included in the high school curriculum in order to prepare students for the collegiate environment. In addition, high school counselors should prepare all students for a college career of their choosing. New programs and procedures need to be developed and implemented. Funding programs and forgivable loans should be developed to ease the burden of educational expenses of minority students. Mentorship programs should be developed so students will have a person to go to if they need assistance or advice. Internships and teaching assistantships need to be a requirement in all disciplines. These opportunities provide valuable experience and make the students more employable upon graduation. Institutions should seriously consider hiring minority individuals prior to degree completion. There are many candidates in the pipeline and these people need to be approached and groomed for jobs in academia. Over and above all, faculty diversity needs to be included in the overall strategic plan of the institution. Central leadership and accountability for the diversification of faculty must start with the college president and be filtered down to the hiring bodies. Diversity policies and procedures must be developed and implemented in order to increase the presence of minorities in higher education institutions.

Equal access in education has proven to be less than sufficient regarding academic success for all students (Atchison et al., 2017; Glynn and Wassell, 2018). Previous research indicates that despite efforts to impart significant reforms in public education within the United States, few gains have been made regarding equity among students (Glynn and Wassell, 2018). Some researchers have recommended that school divisions provide equal access to education pathways as a step in the right direction for educators, administrators, and school divisions; as employing equity in education provides all students with the resources needed to experience academic success (Atchison et al., 2017). This is because equity impacts educational opportunities as it entails the experiences of individuals and social identifiers (Atchison et al., 2017). The purpose of this study was to identify variables that contribute to the minority student enrollment gap in advanced, Advanced Placement (AP), and International Baccalaureate (IB) English and Math courses at the high school level. The researcher used a multiple regression analysis to assess if significant gaps of enrollment in advanced, AP, and IB English and Math courses exist between minority and non-minority students in Virginia public high schools from 2015-2020. The possible impacts of attendance and economic status on minority student enrollment in advanced, AP, and IB English and Math courses were also examined. The results of the study yielded significant enrollment gaps between minority and non-minority students in advanced, AP, and IB English and Math courses in Virginia public high schools. / Doctor of Education / Equal access in education has proven to be less than sufficient regarding academic success for all students (Atchison et al., 2017; Glynn and Wassell, 2018). Previous research indicates that despite efforts to impart significant reforms in public education within the United States, few gains have been made regarding equity among students (Glynn and Wassell, 2018). Some researchers have recommended that school divisions provide equal access to education pathways as a step in the right direction for educators, administrators, and school divisions; as employing equity in education provides all students with the resources needed to experience academic success (Atchison et al., 2017). This is because equity impacts educational opportunities as it entails the experiences of individuals and social identifiers (Atchison et al., 2017). The purpose of this study was to identify variables that contribute to the minority student enrollment gap in advanced, Advanced Placement (AP), and International Baccalaureate (IB) English and Math courses at the high school level. The researcher used a multiple regression analysis to assess if significant gaps of enrollment in advanced, AP, and IB English and Math courses exist between minority and non-minority students in Virginia public high schools from 2015-2020. The researcher also simultaneously examined the possible impacts of attendance and economic status on minority student enrollment in advanced, AP, and IB English and Math courses. The researcher found that significant gaps exist between minority and non-minority students in advanced, AP, and IB English and Math courses in Virginia public high schools.

This study examines how segregation affects the Andersberg area in Gävle municipality,  while also examining the socio-economic conditions of people living in the area. Questions  answered in this study are the following: What does segregation look like in Andersberg?  How does segregation in Andersberg affect socio-economic conditions? The topic is  interesting to read because it informs about how segregation can affect the vulnerable areas,  and how the segregation affects the socio-economic conditions in the area is investigated. The target groups that the work focuses on were people living in the area aged 18. The report is based on responses from the survey we conducted, which was both voluntary and  anonymous. In the survey, we gave the respondents the option to answer freely and get  several questions instead of having specific answer alternatives. The report also discusses  several aspects that are relevant to segregation, such as income, origin, class, and form of  housing, we also compiled the results and discussed them in collaboration with various  theories. One of the conclusions we have reached is that Andersberg is greatly affected by segregation. An example of this is that a large part of the area's inhabitants earn less than the rest of the municipality's average income. In addition, we have concluded that only groups with a foreign background choose to settle in the area, which leads to a more segregated area with residents with weak resources. The second conclusion is that the socio-economic conditions for the residents living in Andersberg are affected by segregation in the area, for example, a large proportion of residents live on benefits and a lot earn between SEK 0–8000.

For various reasons, certain races tend to play particular sports. Sports with low costs of participation (e.g., basketball and football) have higher percentages of minority participants relative to sports with high costs of participation (e.g., golf). In addition to the cost of participation being a deterrent, stereotypes can also play a role into who plays various sports. Certain races tend to feel most competent in a particular sport (e.g., African Americans in basketball). This study focuses on the degree to which stereotypes contribute to the under representative rates of minorities in golf, compared to their overrepresented White counterparts. Data were collected from 217 students at a large US public university. A pilot test was used to develop a scale depicting the "general golfer." In the primary study, participants used a 7-point scale to rate the degree to which the "general golfer," Whites, Asians, Hispanics, and African Americans exhibited these characteristics. Examples of these characteristics include "refined", "etiquette", and "skillfulness." The scale items were all reliable. The correlation between the general golfer and Whites was the strongest (r = .50), followed by Asians (r = .36), Hispanics (r = .29), and African Americans (r = .23). The correlation between the general golfer and Whites was significantly stronger than correlations between the general golfer and African Americans, Hispanics, and Asians, t's > 2.3, p's < .05. In addition, Whites were viewed as more appropriate for golf relative to racial minorities. Stereotypes can influence which races people view as appropriate and not appropriate for golf. These stereotypes can in turn impact participation, or lack thereof, of certain races in golf. If certain racial groups are not considered appropriate for a sport in which mental strength, etiquette, and persistence are valued, this could also impact access to jobs in which these characteristics are also valued. In addition, these stereotypes can potentially lead to self-limiting behavior by the negatively affected races.