Gifted Ethnic-Minority Students and Academic Achievement: A Meta-Analysis

• In Event: 32.083 - Roundtable Session 12
  In Roundtable Session: 32.083-14 - Critical Examinations of Academic Persistence and Outcomes Among Students of Color

Abstract

We conducted a meta-analysis exploring explores ethnic minority students enrolled in gifted/advanced programs with an emphasis on their academic achievement outcomes. A comprehensive search was performed to retrieve articles within the last 30 years (1983 - 2014), according to the Transparent Reporting of Systematic Reviews and Meta-Analysis checklist (Moher, Liberati, Tetzlaff, Altman, The PRISMA Group, 2009), which resulted in 13 articles in this meta-analysis. We analyzed the data using Comprehensive Meta-Analysis (Borenstein, Hedges, Higgins, & Rothstein, 2005) and presented the findings with descriptive information about gifted programs, statistical information, and effect size. These findings provide an opportunity to recognize the status of ethnic minority students in gifted programs and their educational needs for academic success and development.

Authors

• Na Mi Bang, University of Central Arkansas

• Hongryun Woo, University of Louisville

• Malik S. Henfield, University of San Francisco