Date of Award

2022

Document Type

Dissertation in Practice

Degree Name

Ed.D.

Department

Curriculum and Instruction

First Advisor

Norma L. Hafenstein

Second Advisor

Paul Michalec

Third Advisor

Floyd Cobb

Keywords

Parenting, Gifted education, Marginalized peoples

Abstract

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.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Provenance

Received from ProQuest

Rights holder

Lora Romero

File size

197 pgs

File format

application/pdf

Language

en

Discipline

Education

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