broadening participation in stem by addressing the gifted gap · digging deeper: the advanced...

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Broadening Participation in STEM by

Addressing the Gifted Gap Lenora Crabtree,

UNCC

Lmcrabtr@uncc.edu

Sonyia Richardson, UNCC

Srichardson@uncc.edu

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“Yes, he’s smart.

Gifted probably. It’s a shame.

If he had been born

in a different neighborhood

or to a different family, there is no

telling what he might have become.”

High school teacher

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+ Agenda

■ How does Gifted Education disproportionality

relate to the Opportunity Gap in STEM?

■ Inquiry Activity: Is there a Gifted Gap in my

district? How does my school contribute to

limited opportunities for students in STEM?

■ What can I do to bridge the gap in my school

and community?

+ The Opportunity Gap and STEM

❖In 2015, overall U.S. population:

▪ Black (12%) and Latinx (15%)

Science & Engineering (S&E) sector:

▪ Black (5%) and Latinx (6%)

❖ STEM Occupations provide Economic Opportunity

▪ 50% of persons employed in the S&E sector earn

annual salaries above $78K

▪ 2010: U.S unemployment - 9.6%.

▪ Science & Engineering unemployment – 3.9%

(National Science Foundation, 2018)

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What factors contribute to the STEM Opportunity Gap?

+ Digging Deeper:

Attaining a STEM Degree

What percentage of students who intend to major in STEM graduate with a degree in a STEM field?

■ 46% - White students

■ 27% - Black & Latinx students

Academic coursework prior to college accounts for a larger portion of the variance in college completion rates between Black and White students than any other factor including socioeconomic status.

(Flores et al., 2017; Hurtado, Newman, Tran & Chang, 2010)

Digging Deeper:

The Advanced Placement (AP) Gap

❖In 2011-2012, the U.S. total public school population: ▪ Black (16%) and Latinx (24%)

Enrollment in AP science courses:

▪ Black (7.5%) and Latinx (13.5%)

❖Predominantly White high schools offer more AP courses than predominantly Black high schools.

❖Over 65% of Black & Latinx students with PSAT scores predictive of success in AP science courses are not enrolled in those courses.

(U.S. Dept. of Education, 2016; Theokas & Saris, 2013)

+ Digging Deeper: What factors and experiences influence

enrollment in advanced courses?

✔Improved academic performance

✔Increased self-efficacy

✔Higher levels of engagement

✔Improved self-confidence

✔Increased enrollment in advanced high school courses = the “annointment effect”

(Darity & Jolla, 2009; Grissom & Redding, 2016; Milner & Ford, 2007; Tyson, 2011)

Participation in Gifted Education programs results in:

+ Digging Deeper:

Finding the Roots of the AP Gap

+ The Gifted Gap:

The difference in the number of

students at low poverty

elementary and middle schools

receiving gifted education

services and those at high

poverty schools receiving gifted

education services.

+ Digging Deeper:

What factors contribute to the Gifted Gap?

Socio-Economic

▪ High numbers of early career

teachers in high poverty

schools

▪ Curriculum narrowing as a

response to high stakes

testing

Racial/Ethnic

▪ Identification methods privilege Euro-

centric ways of knowing and being

▪ Educators lack training in identifying

giftedness

▪ Implicit/Racial bias

▪ Limited dual-language proficiency

(Peters & Engerrand, 2016; Berliner, 2007; Coronado & Lewis, 2017; Ford, 1995; Goings & Ford, 2018; McBee, 2010;

Grissom & Redding, 2016)

+ Digging Deeper:

Exploring the Gifted Gap

■ Fordham Foundation

Report

■ January 2018

■ Link: Is There a Gifted

Gap?

The Gifted Gap

(Yaluma & Tyner, 2018)

The Gifted Gap in North Carolina is twice the national Gifted Gap.

15.8%

For MSD: Low Poverty Schools, N=29; High Poverty Schools, N=66

The Gifted Gap in one identified district in North Carolina is 2.5 times the national Gifted Gap.

r = -.72

SES Disproportionality: Gifted Education Access and AP Enrollment

In the district studied, students attending LP high schools are 4 times more likely to take an AP course than those attending HP high schools.

The number of AP courses offered at district high schools as a function of FRPL percentage at that high school. (r = -.61)

+ Assessing the Gifted Gap –

A Deeper Dive:

Go to http://bit.ly/giftedgap on your device or use one of the handouts provided.

Open the Google Form “Deeper Dive: Investigating the Gifted Gap at the School Level” and conduct the investigation.

■ Is the distribution of advanced academic opportunities in your school or district equitable?

■ What other data on this site is of interest to you?

+ To calculate the Gifted Gap at the

District Level:

Google Form = Deeper Dive: District Level Investigation

■ Identify all elementary and middle

schools by FRPL percentages

■ above 75% (high poverty)

■ below 25% (low poverty)

■ Create a spreadsheet and enter:

■ Name of School

■ Code for high or low poverty

■ Total School Population

■ Number of students in Gifted

Education programs

Black and Latinx students in low poverty high schools have limited access to gifted education services.

Patterns of disproportionality produce extensive racial gaps in access to advanced academic courses.

+ Small Group Inquiry: What patterns of (in)equity do you see?

+ Exploring your district’s

Gifted Education Plan

■ What is your

district’s plan for

identification?

■ How are the needs of

culturally and

linguistically diverse

students addressed

through the

assessment process?

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In what ways does our

background, cultural heritage,

educational experiences and life

history impact who we see as

“gifted?”

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What role can educators play in closing

the Gifted Gap?

+ Let’s Play Solution-Focused 3 on 3!

■3 Teammates

■3 Solutions

■3 Roles

■Recorder

■Reporter

■Timekeeper

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“We will bust down the doors to

get a student qualified for special

education, are we willing to do the

same for our gifted students?” Michael Hayes,

28 year veteran educator

Fifth Grade Math Teacher

Any questions?

Contact Information Lenora Crabtree, MS

Instructor - Biology, University Honors Program & LEADS

Doctoral Candidate, Curriculum & Instruction, Urban Education

UNC Charlotte

Lmcrabtr@uncc.edu

Sonyia Richardson, MSW, LCSW

Clinical Assistant Professor

Doctoral Candidate, Curriculum & Instruction, Urban Education

UNC Charlotte

srichardson@uncc.edu

@sonyiacrich

NC State Definition of Academically and Intellectually Gifted Students

(Article 9B)

Academically or intellectually gifted (AIG) students perform or show

the potential to perform at substantially high levels of

accomplishment when compared with others of their age,

experiences or environment. Academically or intellectually gifted

students exhibit high performance capability in intellectual areas,

specific academic fields, or in both the intellectual areas and specific

academic fields. Academically or intellectually gifted students require

differentiated educational services beyond those ordinarily provided

by the regular educational program. Outstanding abilities are present

in students from all cultural groups, across all economic strata, and

in all areas of human endeavor.

References Berliner, D. (2011). Rational responses to high stakes testing: the case of curriculum narrowing and the harm that

follows. Cambridge Journal of Education. 41(3), 287-302. doi:10.1080/0305764X.2011.607151 Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA:

Harvard University Press.

Coronado, J. M., & Lewis, K. D. (2017). The disproportional representation of English Language Learners in gifted

and talented programs in Texas. Gifted Child Today, 40(4), 238-244. doi:10.1177/1076217517722181

Darity Jr, W., & Jolla, A. (2009). Desegregated schools with segregated education. In C. Hartman & G. Squires (Eds.),

The integration debate: Futures for American Cities (99-117). New York: Routledge.

Flood, R. L. (1990). Liberating systems theory: Toward critical systems thinking. Human Relations, 43(1), 49-75.

doi:10.1177/001872679004300104

Flores, S. M., Park, T. J., & Baker, D. J. (2017). The racial college completion gap: Evidence

from Texas. The Journal of Higher Education, 88(6), 894-921.

Ford, D. Y. (1995). Desegregating gifted education: A need unmet. Journal of Negro Education,

64(1), 52-62. doi:10.2307/2967284

Goings, R. B., & Ford, D. Y. (2018). Investigating the intersection of poverty and race in gifted education journals: A

15-year analysis. Gifted Child Quarterly, 62(1), 25-36. doi:10.1177/0016986217737618

Grissom, J. A., & Redding, C. (2016). Discretion and disproportionality. AERA Open, 2(1) 1-25.

doi:10.1177/2332858415622175

Habermas, J. (1987). The theory of communicative action (Vol. 2). Cambridge, MA: Polity.

Habermas, J. (1996). Between facts and norms: Contributions to a discourse theory of law and democracy.

Cambridge, MA: Polity. doi:10.1080/00221546.2017.1291259

References McBee, M. (2010). Examining the probability of identification for gifted programs for students

in Georgia elementary schools: A multilevel path analysis study. Gifted Child

Quarterly, 54(4), 283-297. doi:10.1177/0016986210377927

Milner, H. R. & Ford, D. Y. (2007). Underrepresentation of culturally diverse elementary students in gifted education.

Roeper Review, 29(3), 166-173. doi:10.1080/02783190709554405

National Science Foundation, National Science Board (2018). Science and engineering indicators 2018 (NSB-2018-1).

Retrieved from https://www.nsf.gov/statistics/2018/nsb20181/report

Peters, S. J., & Gentry, M. (2012). Group-specific norms and teacher-rating scales: Implications for

underrepresentation. Journal of Advanced Academics, 23(2), 125-144. doi:10.1177/1932202X12438717

Theokas, C., & Saaris, R. (2013). Finding America’s missing AP and IB students. Retrieved from

https://edtrust.org/resource/finding-americas-missing-ap-and-ib-students/

Tyson, K. (Ed.). (2011). Integration interrupted: Tracking, Black students, and acting White after Brown. New York,

NY: Oxford University Press.