Intersectional Program Evaluation: Considering Race, Class, Gender, and Language Status in Gifted Program Effectiveness

• In Event: Marriott Roundtable Session Two
  In Roundtable Session: Strategies for Improving and Increasing Diversity in Gifted Education (Table 1)

Abstract

Gifted education is an effective intervention for high-ability students who need more academic challenge. However, the relationship between program effectiveness and demographic categories has been scantly evaluated. Research focused on the effectiveness of gifted education infrequently considers the intersections of ability, race, gender, socio-economic status, and language. To fill this gap, I used an ex post facto quasi-experimental design to conduct a cross-sectional evaluation of gifted service models at the intersections of cultural identity groups in Ohio. Findings underscore the relationship between the type of gifted service model and achievement on standardized math test scores varies across demographic groups. Study implications suggest that representation is not only an outcome of access; representation may also be an impetus for persistence.

Author

• TK Kuykendall, Cleveland State University
  Presenting Author