This article examines the under-representation of African American students in gifted education, with attention to how representation differs for Black males and females. We contend that social injustices (e.g., prejudice and discrimination) contribute to racially segregated gifted education classes (Ford, 2013b). For support, gifted under-representation trends are shared, accompanied by formulae for calculating under-representation and inequity associated with under-representation. Denying access to gifted education based on race is a violation of civil rights in education. We discuss the under-representation of Black males and females in gifted education with Brown vs. Board of Education (1954) as the legal foundation and then attend to a court case in gifted education (McFadden vs. Board of Education for Illinois School District U-46, 2013; 984 F.Supp.2d 882) for one contemporary point of discussion regarding gifted education segregation. Suggestions for desegregating gifted education are shared.
Skip Nav Destination
Article navigation
Fall 2014
Research Article|
September 01 2014
Blacked Out: Racial and Gender Segregation in Gifted Education 60 Years After Brown vs. Board of Education
DONNA Y. FORD;
Vanderbilt University
Requests for reprints and correspondence concerning this article should be addressed to Donna Y. Ford at [email protected].
Search for other works by this author on:
ROBERT A. KING, JR.
Vanderbilt University
Search for other works by this author on:
Multiple Voices for Ethnically Diverse Exceptional Learners (2014) 14 (2): 3–11.
Citation
DONNA Y. FORD, ROBERT A. KING; Blacked Out: Racial and Gender Segregation in Gifted Education 60 Years After Brown vs. Board of Education. Multiple Voices for Ethnically Diverse Exceptional Learners 1 September 2014; 14 (2): 3–11. doi: https://doi.org/10.56829/2158-396X.14.2.3
Download citation file:
Sign in
Don't already have an account? Register
Client Account
You could not be signed in. Please check your email address / username and password and try again.
Could not validate captcha. Please try again.
Sign in via your Institution
Sign in via your InstitutionCiting articles via
In Service of Equity? Exploring Universal Design for Learning's Transformative Potential
BRYAN MASCIO, BETH FORNAUF, JENNA W. GRAVEL, T. NICOLE TUCKER-SMITH
Does It Always Need to Be Such a Fight? A Conversation Rooted in the Why of Universal Design for Learning
LELIA TWOBEARS, JESSICA O'REILLY
Colonization, Liberation, and Universal Design for Learning: Interview with Natalie Thoreson
NATALIE THORESON, ELENA BOTKIN-LEVY