Colorblind Racial Ideology among Teachers of Gifted Students and Its Relationship with Culturally Responsive Pedagogy

Autor/inn/en	Ottwein, Jessica K.; Mun, Rachel U.
Titel	Colorblind Racial Ideology among Teachers of Gifted Students and Its Relationship with Culturally Responsive Pedagogy
Quelle	In: Gifted Child Quarterly, 67 (2023) 4, S.259-277 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ottwein, Jessica K.) ORCID (Mun, Rachel U.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/00169862231185559
Schlagwörter	Culturally Relevant Education; Student Diversity; Academically Gifted; Gifted Education; Ideology; Teacher Attitudes; Teacher Competencies; Gender Differences; Knowledge Level; Training; Racial Composition; Racial Attitudes; Social Desirability; Texas; Marlowe Crowne Social Desirability Scale + Suchen Sie Ihr Suchwort? Ideologie; Lehrerverhalten; Lehrkunst; Geschlechterkonflikt; Wissensbasis; Ausbildung; Rassenfrage; Soziales Bedürfnis
Abstract	Culturally responsive instruction is recommended to mitigate disparities in the retention of racially and ethnically diverse students in gifted programs. However, the endorsement of colorblind racial ideology is associated with lower multicultural teaching competency and the adoption of deficit perspectives of students of color. The present study examined the relationship between colorblind racial ideology and multicultural teaching competency among a sample of 2,323 Texas teachers who report providing instruction for students identified as gifted and talented in either general or gifted-specific settings. Multiple regression analysis found that racial colorblindness, sex, and multicultural teaching knowledge predicted the self-reported implementation of culturally responsive instruction when teaching gifted students, while gifted-specific training and school diversity had no effects. Implications relate to the necessity of addressing teachers' racial beliefs and ensuring that gifted-specific professional development equips teachers with the knowledge and skills necessary for meeting the needs of diverse gifted students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01