Disparities in the education of gifted Latino males

dc.contributor.advisorGarza, Jr., Encarnación
dc.contributor.authorCruz, Irene Olvera
dc.contributor.committeeMemberGarza, Jr., Encarnación
dc.contributor.committeeMemberGarza, Rebecca E.
dc.contributor.committeeMemberRodríguez, Mariela A.
dc.contributor.committeeMemberSmith, Page
dc.date.accessioned2024-02-09T20:19:00Z
dc.date.available2024-02-09T20:19:00Z
dc.date.issued2014
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractGifted and talented programs have remained unaffected despite the tremendous growth of Latino student populations. Even for those Latino students that are of high ability and potential, they continue to be under-served with disproportionate populations in gifted education and with Latino males being one of the most underrepresented populations in gifted programs. Even for those gifted males that are identified, the quality and rigor of advanced curriculum programs offered in low-income schools lags behind gifted services offered at higher-income schools. As such, there are disparities in the education of gifted Latino males. The purpose of this multiple-case study was to examine the educational disparities faced by gifted Latino males in urban high schools by describing the contributing factors of why some gifted Latino males achieve academic success and how they differ from other Latino males who underperform. Data was collected through semi-structured interviews and observational notes. The four primary participants were purposefully selected based on their gifted identification and academic performance. Results from the study revealed four student typologies within gifted programming in urban high schools: the "conformist," the "self-assured," the "story-teller," and the "non-conformist." In addition, the study revealed that the type of advanced curriculum program (high vs. low oversight) significantly impacts student achievement. It is the recommendation of this multiple-case study that urban school districts ensure access to advanced curriculum to gifted students through high oversight programs.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent217 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781321473759
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3131
dc.languageen
dc.subjectAdvanced Curriculum
dc.subjectGifted Education
dc.subjectLatino
dc.subjectMales
dc.subjectmultiple-case study
dc.subjectUnderrepresentation
dc.subject.classificationEducational leadership
dc.subject.classificationSecondary education
dc.subject.classificationCurriculum development
dc.subject.lcshHispanic American teenage boys -- Education -- United States
dc.subject.lcshGifted teenagers -- Education -- United States
dc.titleDisparities in the education of gifted Latino males
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

Files

Original bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Cruz_utsa_1283D_11459.pdf
Size:
1.79 MB
Format:
Adobe Portable Document Format