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Differentiated Culturally Relevant C...

Lovett, Pamela D.

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Differentiated Culturally Relevant Curriculum to Affirm Identity for Gifted African American Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Differentiated Culturally Relevant Curriculum to Affirm Identity for Gifted African American Students./
Author:	Lovett, Pamela D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	222 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
Subject:	Gifted education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13899357
ISBN:	9781088301180

Differentiated Culturally Relevant Curriculum to Affirm Identity for Gifted African American Students.
Lovett, Pamela D.

Differentiated Culturally Relevant Curriculum to Affirm Identity for Gifted African American Students. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 222 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ed.D.)--University of Southern California, 2019.

This item must not be sold to any third party vendors.

This study explored and described African American gifted students' perceptions of their participation in a gifted program as well as their views of a differentiated, culturally relevant curriculum and its relationship to their identities as gifted African American scholars. It examined students' views and experiences with racialized perceptions and peer pressure, and also how curriculum can be utilized to support positive racial and academic identity development. A mixed methods approach included a quantitative survey methodology and a qualitative case study methodology.The research revealed four themes: (1) the application of Depth and Complexity to African American history supported students in drawing conclusions about power relationships, (2) the use of Depth and Complexity facilitated student discourse and understanding, (3) opportunities to engage in texts about African American intellectuals and historical events allowed students to re-frame and expand their view of African American history, and (4) students learned about and saw beneficial relationships between the lives of African American intellectuals and themselves. The integration of gifted education and culturally relevant pedagogy provided differentiated learning opportunities for African American gifted students, including: (a) the ability to increase their understanding and use of the prompts of Depth and Complexity to analyze text; (b) opportunities for engaging in critical thinking, argumentation, and the construction and re-interpretation of knowledge; and (c) the development of multiple perspectives and critical consciousness. The integration of gifted education and culturally relevant pedagogy supported the academic and social-emotional development of this group of African American, gifted middle school learners.

ISBN: 9781088301180Subjects--Topical Terms:

3172499
Gifted education.

Differentiated Culturally Relevant Curriculum to Affirm Identity for Gifted African American Students.
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245 1 0 $a Differentiated Culturally Relevant Curriculum to Affirm Identity for Gifted African American Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 222 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 $a Advisor: Kaplan, Sandra.
502 $a Thesis (Ed.D.)--University of Southern California, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This study explored and described African American gifted students' perceptions of their participation in a gifted program as well as their views of a differentiated, culturally relevant curriculum and its relationship to their identities as gifted African American scholars. It examined students' views and experiences with racialized perceptions and peer pressure, and also how curriculum can be utilized to support positive racial and academic identity development. A mixed methods approach included a quantitative survey methodology and a qualitative case study methodology.The research revealed four themes: (1) the application of Depth and Complexity to African American history supported students in drawing conclusions about power relationships, (2) the use of Depth and Complexity facilitated student discourse and understanding, (3) opportunities to engage in texts about African American intellectuals and historical events allowed students to re-frame and expand their view of African American history, and (4) students learned about and saw beneficial relationships between the lives of African American intellectuals and themselves. The integration of gifted education and culturally relevant pedagogy provided differentiated learning opportunities for African American gifted students, including: (a) the ability to increase their understanding and use of the prompts of Depth and Complexity to analyze text; (b) opportunities for engaging in critical thinking, argumentation, and the construction and re-interpretation of knowledge; and (c) the development of multiple perspectives and critical consciousness. The integration of gifted education and culturally relevant pedagogy supported the academic and social-emotional development of this group of African American, gifted middle school learners.
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