Inequality in Gifted and Talented Programs: Parental Choices by Allison Roda
By Allison Roda
Inequality in proficient and gifted courses examines the connection among talented and proficient (G&T) schooling, university selection, and racialized monitoring inside of manhattan urban basic faculties. Roda examines parental attitudes round putting their little ones in a racially different ordinary university with segregated G&T and normal education schemes.
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Additional info for Inequality in Gifted and Talented Programs: Parental Choices About Status, School Opportunity, and Second-Generation Segregation
Example text
G&T) admissions process, involving a separate online application decided by sibling priority, students’ scores on the G&T test, and space/capacity issues in each school’s program, and (3) an unzoned, “magnet” school option with a separate application and lottery process. Because of the deregulated and color-blind school choice policy, racial segregation at the school and classroom level is rampant across City Limits schools, as well as the New York City School System as a whole. City Limits district does not report the demographic breakdown or standardized test score differences for G&T programs versus Gen Ed.
One of the primary reasons parents cited for retesting their children for the G&T program was because of the negative stigma associated with the Gen Ed label. This academic and social stigma is felt by parents in terms of parent involvement and for students in terms of academic ability. 88 Instead, in this book, White parents downplayed the curriculum and teaching differences between programs and spoke about the G&T program in code language in order to be “sensitive” to advantaged Gen Ed parents and relieve the tension between the two sets of parents.
Moving the G&T program into TCS in 1997 sets the stage for this research and is symbolic of the larger social, political, and economic context that the parents in this book are operating within. This local context is also important theoretically and conceptually because the New York City school system is an ideal place to learn about the multiple ways that social reproduction and racial and SES segregation within schools is maintained and perpetuated at a more micro level by both the NYCDOE’s G&T policy and parent’s elementary school choices.