Examining Administrator Perceptions: Maintaining Sociologically Diverse Gifted and Talented Programs in Pk-12 Settings
Doctor of Education (Ed.D)
Date of Award
For decades, education has struggled with the underrepresentation of sociologically diverse students in gifted education. Despite continued development of promising new strategies to enhance programming and alleviate the underrepresentation of sociologically diverse students, only limited progress has been made toward relieving these concerns. A review of the literature on underrepresentation in gifted education reveals information necessary to better understand giftedness, to understand the underlying issues with recruitment and retention in sociologically diverse gifted programs, and to understand the role of the administrator in gifted education. Past research affirms the role of the administrator in the management of special education programs and mentions the barriers to the maintenance of sociologically diverse gifted and talented programs but research examining the perceptions and experiences of administrators is limited. Literature continues to offer recruitment and retention strategies to alleviate limited retention and recruitment of sociologically diverse students in programs for the gifted; however, it continues to overlook the key role of the administrator in the implementation of the solutions and the many barriers they face. In order to fill the gaps in the research, this qualitative research study was conducted using a phenomenology approach with transcendental methodology utilizing one-on one interviews. The study focused on an exploration of administrator perceptions of the barriers associated with implementing and maintaining sociologically diverse gifted programs, and the discovery of why so many promising solutions to underrepresentation are available but sociologically diverse students continue to be poorly served in gifted education.
Arthur J Borgemenke
Education | Educational Administration and Supervision
Urbanovsky, Cheryl, "Examining Administrator Perceptions: Maintaining Sociologically Diverse Gifted and Talented Programs in Pk-12 Settings" (2017). Electronic Theses & Dissertations. 837.