High School Principals' Culturally Responsive School Leadership Practices to Prepare Gifted Students of Color to be College and Career Ready

Released on by Jeaurel Wilson
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  • High School Principals' Culturally Responsive School Leadership Practices to Prepare Gifted Students of Color to be College and Career Ready Book Detail

  • Author : Jeaurel Wilson
  • Release Date : 2022
  • Publisher :
  • Genre : African American high school students
  • Pages : 0
  • ISBN 13 :
  • File Size : 79,79 MB
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High School Principals' Culturally Responsive School Leadership Practices to Prepare Gifted Students of Color to be College and Career Ready by Jeaurel Wilson PDF Summary

Book Description: Gifted education focuses on academic excellence at the expense of equity; therefore, gifted students are often not educated in a culturally responsive manner (Ford & Harris, 2000; Mun et al., 2020). Also, the K-12 population has the most significant growth in diverse student populations, yet the college transition rate for students of color does not support this data (Contreras, 2011). Gifted students of color (GSOC) are a population that can critically contribute to the future workforce and, therefore, should have access to culturally responsive practices and adequate college and career preparation (Henfield et al., 2008; Mayes & Hines, 2014). The purpose of this quantitative survey study is to explore the relationship between high school principals' beliefs about gifted students of color and college and career readiness, and their culturally responsive school leadership practices to prepare gifted students of color to be college and career ready in New York State (excluding New York City). The frameworks used in this study are Muhammed Khalifa's (2018) Culturally Responsive School Leadership Framework and the College, Career, and Life Readiness Framework. There were several key findings and conclusions generated for this study. Four key findings were: (1) less than 30% of the high school principals in this study agree that GSOC, as compared to their peers in the same courses, require extra support to excel in advanced level courses and to prepare for the college application process, (2) about 50% of the high school principals in this study neither agree nor disagree that GSOC require teachers to be trained in or receive professional development in educating GSOC, (3) there were 30 positive, statistically significant relationships (p

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