Segregation and the Underrepresentation of Blacks and Hispanics in Gifted Education: Social Inequality and Deficit Paradigms

Abstract

This article examines the underrepresentation of African American and Hispanic students in gifted education, proposing that social inequality, deficit thinking, and microaggressions contribute to the inequitable segregated programs. Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity. Underrepresentation is placed under the larger umbrella of achievement gaps and inequities in school settings with attention to de jure segregation. I argue that underrepresentation is beyond statistical chance and is a function of attitudes and beliefs grounded in deficit paradigms among those with power or social capital. Denying access to gifted education based on race is counterproductive and illegal and is discussed with Brown v. Board of Education as the legal background and a recent court case in gifted education (McFadden v. Board of Education for Illinois School District U-46). Recommendations for desegregating gifted education are provided.

Keywords:

• achievement gap
• African American gifted
• deficit thinking
• gifted underrepresentation
• Hispanic gifted
• microaggressions
• segregation
• social inequality

Additional information

Notes on contributors

Donna Y. Ford

Donna Y. Ford, PhD, is a professor of special education at Vanderbilt University. She focuses her research and writing on increasing the representation of culturally diverse students in gifted education and AP classes, increasing their achievement, and helping educators and families work collaboratively on behalf of students. Dr. Ford is the author of many articles and books, including Recruiting and Retaining Culturally Different Students in Gifted Education. She is on the board of CEC-TAG and SENG. Dr. Ford and consults nationally with schools and organizations. E-mail:[email protected]