Conceptualizations of Gifted Education Programming Among Families of English Learners

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT014 (Thursday)

Abstract

This research in progress adopts a community-based participatory action research (CBPAR) approach, in which the researcher and members of one Central American immigrant community have developed a community advisory board (CAB) and work together in addressing equitable access to educational programming for their children, a majority of whom are English learners (ELs). Through the production of “resistance knowledge” (Collins, 2019), this study aims to explore the potential reasons for continued disproportionality in representation by exploring families' understanding and perceptions of, and experiences with gifted education / advanced academic programs within their children's schools and school district.



References

Collins, P. H. (2019). Intersectionality As Critical Social Theory. Duke University Press.

Author

• Alejandra Salazar Salame, George Mason University