Providing equal representation for minorities in all levels of education has continuously been a concern in public and private school education programs. This form of racial exclusion which is encountered in the lives of adolescents comes to the surface in an article titled “Gifted Ethnic Minority Students and Academic Achievement: A Meta-Analysis”. This article boils down the prejudice encountered in the lives of minorities that are excluded from accelerated education programs.
The analysis was presented by three PhD professors, Malik S. Henfield, Hongryun Woo, and Na Mi Bang who focused their studies on the education and development of minority students in school settings. It was published by the Gifted Child quarterly in 2017 but can be found on the Syracuse Libraries website.
This study was conducted in order to investigate racial bias against minorities being chosen for gifted education programs. It has been a constant theme of teachers overlooking minority students and not being able to depict them from other students. “It noted that African Americans, for instance, comprise 19% of the nation’s total school population, yet represent only 10% of students in gifted education programs.” With a general disregard for these students and a lack of representation in these programs, once they reach college, they find themselves falling behind tremendously and taking extra classes to keep up.
This article’s main purpose was to highlight the academic differences between minority and regular students and explore the rates of academic success for those involved in the programs. It “examined the effects of gifted education programs on the outcome vari- ables of academic achievement and ability.” It also depicted how classroom and educational program diversity could help students with less opportunities excel and flourish in restricting environments. The article compiled the reports of smaller studies that failed to accurately dictate the rate of success for these students within each program.
This analysis was so important because it highlighted the injustice not only faced by these young kids but how they can fall behind later in higher education and in the workplace. It shows us that it isn’t only a problem in this circumstance but that we must acknowledge minority students at all levels of education. For example, with a school as big and diverse as Syracuse University it is important to allow minorities to take rigorous classes and to be encouraged to join leadership programs. This topic would help acknowledge and spread awareness on making classrooms and workplaces more inclusive and inviting areas.
Henfield M, Woo H, Bang NM. Gifted Ethnic Minority Students and Academic Achievement: A Meta-Analysis [Internet]. 2017. Available from: https://journals-sagepub-com.libezproxy2.syr.edu/doi/pdf/10.1177/0016986216674556
