Examining School Belonging, Academic Resilience, and Perceived Discrimination Among Talented Hispanic Students

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Explorations of Giftedness, Creativity, and Equity Mindsets (Table 7)

Abstract

Hispanic students have repeatedly scored lower than their Caucasian counterparts on standardized achievement tests in the United States. Additionally, their underrepresentation in gifted and talented programs is prevalent nationwide. To help resolve these discrepancies, the proposed study aims to contribute to the research centered on the educational experience of young Hispanic, gifted, and immigrant students. Hispanic high school students on a pathway to receive the Seal of Biliteracy award will be asked to complete an online survey with items that measure academic resilience, school belonging, and perceived discrimination. The data collected will be analyzed to investigate if there are differences between groups of Hispanic students (immigrant vs. non-immigrant and gifted vs. general cohort). Apart from research implications, it is anticipated that results from this study will have implications which may improve the identification of and services for gifted Hispanic students.

Author

• Keila Moreno Navarrete, University of Arkansas at Little Rock
  Presenting Author