1998/04/01 by Donna Y. Ford · 1 citation
Psychology · Social Sciences · #Education, Achievement, and Giftedness #Higher Education Research Studies #School Choice and Performance
paper · doi:10.1177/002246699803200102
crossref issued 1998/04/01 · crossref published 1998/04/01 · crossref published-online 1998/04/01 · crossref published-print 1998/04/01 · openalex publication_date 1998/04/01 · crossref created 2008/12/29 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · openalex updated_date 2026/06/24 · crossref indexed 2026/08/01
Concerns over recruiting and retaining minority students in gifted education programs have persisted for several decades, and, although many educators, policymakers, and researchers have deliberated about the underrepresentation of minority students in gifted education, few articles, reports, or studies exist on this topic. This article seeks to fill this void, describing factors that inhibit the recruitment and retention of minority students in gifted education programs. These factors include screening and identification issues (e.g., definitions and instrumentation); educational issues (e.g., quality of students' education); and personnel issues (e.g., lack of teacher training in gifted and urban education, low teacher referral). Also discussed are retention issues, namely, factors that may affect the decision of minority students to remain in gifted education programs. Finally, recommendations for recruiting and retaining minority students are offered.