Case Studies of Success

Abstract

The underrepresentation of ethnic minority and economically disadvantaged students in gifted education must be understood in terms of broader school contexts and practices. This qualitative study investigated how teachers and schools contributed to the academic success of minority students of high potential from economically disadvantaged backgrounds. Researchers collected observation, interview, and documentary data for 2 years at each of three case study sites with a reputation of effectiveness in supporting academic success of minority students from low-income backgrounds. Data indicated that (a) teachers and schools can positively affect achievement without being exemplary in all facets of their practice, (b) teachers’ and schools’ definitions of success shape students’ opportunities for achievement, (c) developing the capacities of high-potential students necessitates supported access to challenging curriculum for all minority students, and (d) educators who foster academic success in minority students support students to comfortably navigate dual cultural worlds.

The Potential Promises and Pitfalls of Using Local Norms for Gifted Identification

“…Several scholars have suggested that access to appropriately challenging curricula contributes to high academic achievement. Yet, if children are required to score higher on standardized tests than is reasonable given their prior educational opportunities in order to receive gifted services they may fail be challenged by their schoolwork (Matthews & Foster, 2005;Reis, Hebert, Diaz, Maxfield, & Ratley, 1995;Tomlinson & Jarvis, 2014). Low educational attainment limits access to well-paying employment and thus the cycle of poverty is likely to repeat itself ( , Friedman, and Rockoff, 2011;Duncan & Magnuson, 2011;Entwisle & Alexander, 1999;Owens, 2010;Yalma & Tyner, 2018).…”

Understanding elementary teachers' perceptions of students of color and low socioeconomic status students

“…Understanding educators' perceptions of Students of Color and low socioeconomic status students' abilities in the elementary school setting is a topic that must be explored. There are significant differences in student outcomes that vary according to social class category (Nan & Hasan, 2010;Pringle, Lyons, & Booker, 2010;Tomlinson & Jarvis, 2014;Williams, 2011). Both working-class and Students of Color, particularly African Americans, are vulnerable to underachievement and low attainment in school (Dunne & Gazeley, 2008;Nan & Hasan, 2010).…”

“…Kingston (2011) views struggling students as either culturally deprived or lacking the innate ability for academic success. Investigation of the phenomenon through the cultural capital lens may account for the thought processes of Kingston and other educators, drawing possible conclusions for academic disparities from valued cultural capital through the White institutional hegemony (Tomlinson & Jarvis, 2014).…”

“…To identify factors which support the academic talent and achievement of Students of Color and students from low-income backgrounds, Tomlinson and Jarvis (2014) conducted a qualitative case study of three separate high schools in the United States, each serving varied student populations over a four-year timeframe. Tomlinson and Jarvis (2014) found that effective schools have a common vision and mission for student success, with emphasis on those traditionally underserved. The use of high student expectations and universal achievement language used by administrators, teachers, and students consistently and across the school community supported student success (Tomlinson & Jarvis, 2014).…”

“…Tomlinson and Jarvis (2014) found that effective schools have a common vision and mission for student success, with emphasis on those traditionally underserved. The use of high student expectations and universal achievement language used by administrators, teachers, and students consistently and across the school community supported student success (Tomlinson & Jarvis, 2014). This requires educators to reflect on their practices and policies in order to promote diversity over homogeneity (Rist, 1970).…”