Connecting QuantCrit to Gifted Education Research: An Introduction

Priddie, Christen; Renbarger, Rachel

doi:10.1177/00169862221116636

Cited by 9 publications

(5 citation statements)

References 68 publications

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“…For example, Wilson (2022) discussed the need to center the voices of historically excluded communities, while Garces-Bacsal & Elhoweris (2022) addressed the field's relationship with whiteness and a need for social justice. The journal also recently published an article encouraging gifted education researchers to utilize tenets of QuantCrit in their quantitative work (Priddie & Renbarger, 2023). Novak, a teacher educator and critical gifted education scholar, elaborated on her call for a GTCrit framework (2022b) in a chapter (Novak, 2022a) in the book Creating Equitable Services for the Gifted (Nyberg & Manzone, 2022).…”

Section: Critical Theories In Gifted Education Researchmentioning

confidence: 99%

A Revised GTCrit Framework: A Broadened Critical Lens for Gifted and Advanced Education Settings

Caroleo

2024

BRE

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For decades, gifted education equity advocates have sought to ameliorate the field's longstanding issue of under-representation of students from historically marginalized communities. Little improvement has been realized in schools over this time (Peters, 2021). Recently, Novak (2022a) presented a GTCrit framework in a textbook primarily centered on race and directed towards gifted education practitioners and advocates. However, since critical frameworks have been largely lacking from gifted education research (Goings & Ford, 2018), and additional issues beyond race are present in the field, a broadening of Novak's (2022a) initially proposed framework may be beneficial in moving critical theories into research pertaining to gifted education. In this piece, I highlight the equity areas most relevant to the field of gifted education, review common themes across critical frameworks, and build upon Novak's ideas to present a revised conceptual framework that could be applied to both practical settings and research about gifted education.

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Section: Critical Theories In Gifted Education Researchmentioning

confidence: 99%

A Revised GTCrit Framework: A Broadened Critical Lens for Gifted and Advanced Education Settings

Caroleo

2024

BRE

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“…As a personal example, I work with equity in gifted and talented education; while statistics are important (numbers are not neutral and can be used for social justice, see Priddie & Renbarger, 2023), we already know these inequities exist. My goal is to conduct research that, rather than showing inequities, focuses on dismantling the inequities.…”

Section: Encapsulating Scope In Practicementioning

confidence: 99%

The Editorial Word: Scope

Novak

2024

Journal of Advanced Academics

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Before sending manuscripts out for review, or upon reading reviewers' feedback, a top consideration for the editorial team is: does this manuscript fit the aims and scope of the journal? For example, in the context of this themed issue, a manuscript may be submitted that takes place at a university in Germany. In that context, and depending on their state of residence, students may be in a single-track system with little movement between Hauptschule, Realschule, and Gymnasium. However, only students attending Gymnasium typically go to university. In that place and space, the manuscript authors likely operate with the understanding that university is advanced academics. But in writing for the broad, global JoAA audience, the authors may not have been explicit, or the topic under consideration may not have been in alignment with the aims and scope of JoAA.

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“…As discussed previously, access to DE is not equal, as low-income students, Students of Color, and those living in urban areas are less likely to have access to and participate in DE Spencer & Maldonado, 2021). QuantCrit has also been identified as a theoretical frame that can be particularly useful within gifted education to address long standing racial disparities (Priddie & Renbarger, 2023) and some DE programs may be for gifted youth. Therefore, this proposed study advances an equity-centered approach to better understand these inequalities.…”

Section: Quantcritmentioning

confidence: 99%

“…Alternative ways to include race, like effect coding (Cohen et al, 2003;Mayhew & Simonoff, 2015a, 2015bte Grotenhuis et al, 2017), and critical paradigms like QuantCrit (Gillborn et al, 2018) and critical race spatial analysis (Veléz & Solórzano, 2017) can complicate the narrative ensure that students are aware that other approaches exist. Teaching these critical methods will make it easier for future scholars to engage in critical methods, including from the QuantCrit paradigm (Priddie & Renbarger, 2023).…”

Section: Implications For Research and Scholarshipmentioning

confidence: 99%

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Winfield

2023

Aera 2023

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The COVID-19 pandemic has threatened to widen racial educational achievement and attainment gaps in the United States, reinforcing a need to understand how education policy can work to advance racial equity. Dual enrollment (DE) programs offer a potential policy solution that could increase college-going for these students as participation has consistently been associated with increased rates of college-going and completion. These prior findings are heterogeneous among student demographics.This study expands on this prior research on DE by examining how access to DE and benefits from participation may have differential benefits based one's intersectional identities. Using a critical quantitative framework, QuantCrit, and multiple national datasets this study investigates three related questions. First, using IPEDS and the American Community Survey and logistic regression I investigate how do demographics of areas of the United States with limited access to widely accessible colleges and universities (called college access deserts) vary from those with greater access? I then consider access to DE with the U.S. Department of Education's Civil Rights Data Collection: 2017-18 and linear probability models by examining how access to DE varied across the United States, with attention to Black females and males. Finally, with the High School Longitudinal Study of 2009 and linear probability models, I investigate if participation in DE is associated with increased probabilities of attending postsecondary education and does this association vary for Black people based on their gender. I find that areas of the United States that have less access to widely accessible iii public colleges have lower proportions of Black people, but higher proportions of American Indian/Alaskan Native residents. Analysis of the Civil Rights Data Collection indicates that high schools with less access to widely accessible public colleges were more likely to offer DE. However, schools with higher percentages of Black students and male students are less likely to offer DE. The HSLS analysis shows that DE is positively associated with postsecondary attendance. Of postsecondary enrollees, DE participants were more likely to enroll in four-year institutions, but this increased probability may vary by gender as female DE participants had greater increased probabilities of enrolling in four-year institutions than male DE participants. Taken together, this study's findings indicate that DE can be a policy to advance postsecondary attendance for all students -however current access is racialized. These findings show that expanding DE for all students could increase postsecondary attendance. I conclude with recommendations for dual enrollment programs to broaden access in areas of the United States with widely accessible public colleges and the utility of open science and anti-racist quantitative methods in educational research.

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Connecting QuantCrit to Gifted Education Research: An Introduction

Cited by 9 publications

References 68 publications

A Revised GTCrit Framework: A Broadened Critical Lens for Gifted and Advanced Education Settings

A Revised GTCrit Framework: A Broadened Critical Lens for Gifted and Advanced Education Settings

The Editorial Word: Scope

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

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