Exploring the Lives of Parents of Traditionally Marginalized Gifted Students

<p>The purpose of this study was to examine the lived parenting experiences of traditionally marginalized gifted students within the educational setting and at home. For this study, the researcher gathered information from seven parents of traditionally marginalized gifted students and told their stories. Since the families are traditionally marginalized the population consisted of those who have high intelligence and are a part of a historically oppressed racial/ethnic group. The study was developed using the lens of the Critical Race Theory (CRT). Through the CRT, Capper (2015), recognized that many schools analyze the function of race but lack the knowhow of how to build schools that are anti-oppressive and have an antiracist agenda. Understanding how the CRT has impacts on schools further shows how segregated school programs continue to be, including gifted education. A qualitative study was conducted on parents of traditionally marginalized gifted students within the educational setting to reveal the narratives of parents of traditionally marginalized gifted students.</p>

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation in Practice

Year dc:date.available

2022

Author dc:creator

• Romero, Lora

Contributors dc:contributor

• Norma L. Hafenstein
• Paul Michalec
• Floyd Cobb

• Parenting
• Gifted education
• Marginalized peoples
• Disability and Equity in Education
• Education

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/2075

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-3068