ELEMENTARY PRINCIPALS’ PERCEPTIONS OF CULTURALLY RESPONSIVE TEACHING PRACTICES AND THE IDENTIFICATION OF AFRICAN AMERICAN STUDENTS IN GIFTED EDUCATION PROGRAMS

Public Deposited

Downloadable Content

Download PDF
Request Version for Screen Reader
Last Modified
  • March 20, 2019
Creator
  • Massey Cruz, Katrina
    • Affiliation: School of Education, Educational Leadership Graduate Program
Abstract
  • The quantitative study investigated the relationships between (a) principals’ reported knowledge and/or support of Cultural Responsive Teaching (CRT) practices, (b) the North Carolina Academically or Intellectually Gifted (AIG) standards, and (c) the proportionality of gifted enrollment for African American students in North Carolina. The literature review revealed that culturally responsive programs successfully identify students of color for gifted education placement. However, non-culturally responsive programs resulted in great amounts of disproportionality in gifted enrollment, limiting African American access to advanced curriculum and instruction. The study explored three research questions to assess relationships: 1) Is there a statistically significant relationship between principals’ reported knowledge and/or support of North Carolina AIG standards and a principals’ reported knowledge and/or support of culturally responsive teaching practices? 2) Is there a statistically significant relationship between principals who report purposeful and routine use of culturally responsive teaching practices and the proportionality of African American student enrollment in AIG? and 3) Is there a statistically significant relationship between principals’ reported knowledge and/or support of the North Carolina AIG standards and the proportionality of African American student enrollment in AIG? A correlational analysis revealed a positive statistical relationship between the three variables. Accordingly, strategies were recommended to educational leaders to increase awareness concerning the proportionality of African American students in gifted education.
Date of publication
Keyword
DOI
Resource type
Rights statement
  • In Copyright
Advisor
  • Hughes, Sherick
  • English, Fenwick
  • Livingston, Jonathon
  • Dickerson, Mark
  • Horner, Martinette
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2017
Language

Relations

Parents:

This work has no parents.

Items

Thumbnail Title Date Uploaded Visibility Actions
file details MasseyCruz_unc_0153D_17420.pdf 2019-04-11 Public Download