{"id":391,"date":"2015-02-03T17:09:59","date_gmt":"2015-02-03T17:09:59","guid":{"rendered":"http:\/\/ddce.utexas.edu\/aamri\/?p=391"},"modified":"2015-02-03T17:09:59","modified_gmt":"2015-02-03T17:09:59","slug":"school-teacher-perceptions-of-barriers-that-limit-the-participation-of-african-american-males-in-public-school-gifted-programs","status":"publish","type":"post","link":"https:\/\/sites.edb.utexas.edu\/bmerc\/school-teacher-perceptions-of-barriers-that-limit-the-participation-of-african-american-males-in-public-school-gifted-programs\/","title":{"rendered":"School Teacher Perceptions of Barriers That Limit the Participation of African American Males in Public School Gifted Programs"},"content":{"rendered":"<p>Hargrove, B. H., &amp; Seay, S. E. (2011). School Teacher Perceptions of Barriers That Limit the Participation of African American Males in Public School Gifted Programs. <em>Journal for the Education of the Gifted<\/em>, 34(3), 434-467.<\/p>\n<p>This study used data from questionnaires completed by teachers employed in North Carolina schools (N = 370) to determine if teachers felt that non-school-related or school-related factors served as barriers that limited the number of African American male children from participating in gifted programs. The majority of the teachers taught 3rd- to 5th-grade students. African American, Hispanic, and other minority teachers accounted for 29.8% of the teachers. White teachers identified barriers that were not related to school personnel, practices, or policies. Minority teachers identified both school-related and non-school-related factors as major barriers. No differences were found on barriers identified by teachers who had exposure to gifted development activities and those who did not. Recommendations for engaging teachers&#8217; commitment to African American male student learning through professional development programming are described. (Contains 4 tables.)<\/p>\n<p>Full article can be found here:<\/p>\n<p>http:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/016235321103400304<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Hargrove, B. H., &amp; Seay, S. E. (2011). School Teacher Perceptions of Barriers That Limit the Participation of African American Males in Public School Gifted Programs. Journal for the Education of the Gifted, 34(3), 434-467. This study used data from questionnaires completed by teachers employed in North Carolina schools (N&hellip;&nbsp;<a class=\"more-link\" href=\"https:\/\/sites.edb.utexas.edu\/bmerc\/school-teacher-perceptions-of-barriers-that-limit-the-participation-of-african-american-males-in-public-school-gifted-programs\/\" rel=\"nofollow\"><span class=\"underline\">read more<\/span>&nbsp;<i class=\"fa fa-angle-right\" aria-hidden=\"true\"><\/i><\/a><\/p>\n","protected":false},"author":225,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[81],"tags":[76,434,38,435],"class_list":{"0":"post-391","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-gifted-education-ge","7":"tag-76","8":"tag-b-h-hargrove","9":"tag-barriers","10":"tag-s-e-seay","11":"entry"},"_links":{"self":[{"href":"https:\/\/sites.edb.utexas.edu\/bmerc\/wp-json\/wp\/v2\/posts\/391","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.edb.utexas.edu\/bmerc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.edb.utexas.edu\/bmerc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.edb.utexas.edu\/bmerc\/wp-json\/wp\/v2\/users\/225"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.edb.utexas.edu\/bmerc\/wp-json\/wp\/v2\/comments?post=391"}],"version-history":[{"count":0,"href":"https:\/\/sites.edb.utexas.edu\/bmerc\/wp-json\/wp\/v2\/posts\/391\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.edb.utexas.edu\/bmerc\/wp-json\/wp\/v2\/media?parent=391"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.edb.utexas.edu\/bmerc\/wp-json\/wp\/v2\/categories?post=391"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.edb.utexas.edu\/bmerc\/wp-json\/wp\/v2\/tags?post=391"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}