By Allison Roda
Inequality in proficient and proficient courses examines the connection among talented and gifted (G&T) schooling, institution selection, and racialized monitoring inside of manhattan urban simple faculties. Roda examines parental attitudes round putting their little ones in a racially various straight forward institution with segregated G&T and basic education schemes.
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Extra resources for Inequality in Gifted and Talented Programs: Parental Choices About Status, School Opportunity, and Second-Generation Segregation
20 These posts reflect the fact that parents are keenly aware of the segregation between and within schools, and also what is at stake regarding standardized test scores and middle school placement. ” But then, the conversation turns to what factors go into making a school “good”—like great teachers, an effective leader, and parental involvement. ” She asks “parents” to “not shy away” from her school— implying White, higher-income parents who are most likely contributing to and reading UrbanBaby blogs should come to her school to help turn it around.
But I also feel like it’s a good way to get [the new G&T program] to work better. ” Parents in this book believe that the G&T program “pulls the school up” because they attract the right type of “G&T” parent—one who has money to donate and gets involved in the PTA, which in this case are the majority White, higher-income parents. Then, the theory goes, once the school gets a better reputation because of who is enrolling their children there and what they are doing for the school, then parents from the neighborhood will want to go to the school regardless if there is a G&T program or not.
54 This book captures how parents make sense of and interact with both the social and symbolic boundaries that separate the G&T and Gen Ed program and guides parents into the places where they said they belong. This interaction not only assists parents in distinguishing where their children belong in this stratified school context, but later helps them make sense of where their children are placed in the gifted–Gen Ed hierarchy. In TCS, the social boundaries include the physical, academic, and social segregation of students in separate classrooms, which, particularly for the G&T program, correlates to the race, class, and academic backgrounds of the students.