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dc.contributor.advisorFiorello, Catherine A.
dc.creatorArmstrong, Jr., John
dc.date.accessioned2021-08-23T17:43:03Z
dc.date.available2021-08-23T17:43:03Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12613/6816
dc.description.abstractThis study examined the existence of implicit racial bias among public school teachers within the gifted referral process. Public school teachers from urban, suburban, and rural school districts surrounding a large northeastern city were be provided vignettes of gifted students demonstrating “typical” and “hidden” giftedness. The names and races of students within the vignettes were randomized to represent either a White male student or a Black male student. Univariate and multivariate analyses were utilized to determine the existence of significant differences in perceptions of giftedness and need for referral among teachers. In contrast to the hypotheses of the study, vignettes describing Black “typically” gifted students were rated as significantly higher than White “typically” gifted students. Black students also did not experience a significant decrease in ratings of giftedness and need for referral when described as “hidden” gifted. Lastly, results demonstrated a significant interaction where White students experienced a significant increase in both ratings of giftedness and need for referral when described as showing signs of “hidden” giftedness compared to their White “typically” gifted counterparts. Further discussion of these results along with imitations and considerations, most importantly the presence of social desirability bias, can be found at the end of this work.
dc.format.extent130 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectEquity
dc.subjectGiftedness
dc.subjectHidden giftedness
dc.subjectRacial bias
dc.subjectSocial justice
dc.subjectUnderidentification
dc.titleHidden Giftedness, Racial Inequity, and Underidentification in Gifted Programming across a Large Northeastern Metropolitan Area
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberLaurence, Janice H.
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberHindman, Annemarie H.
dc.description.departmentSchool Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/6798
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
dc.identifier.proqst14607
dc.creator.orcid0000-0002-6656-1703
dc.date.updated2021-08-21T10:08:13Z
refterms.dateFOA2021-08-23T17:43:03Z
dc.identifier.filenameArmstrongJr_temple_0225E_14607.pdf


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