Graduates' perceptions of effectiveness: Black students and Academically Gifted Programs, Gary, Indiana

Boyd H Gilbert, Purdue University

Abstract

The purpose of this study was to investigate the graduates’ retrospective perceptions of the effectiveness of the Gary Academically Gifted Programs to prepare them for college/university. The study was a phenomenological multi-case study involving Black graduates after they had had at least 6 years to complete higher education. The study consisted of two phases of data collection. In Phase I of the research 96 graduates of the Gary gifted program completed an online survey containing both closed-ended and open-ended questions. In Phase II of the study, 22 of the graduates who had participated in Phase I were selected by criterion-based sampling to complete a follow-up survey of open-ended items. The responses to both surveys were analyzed using constant-comparative, case and cross-case methods to determine perceptions of the overall effect of the Gary gifted program and the effect of program practices on preparation for college. The findings suggest that a strong, stimulating curriculum with high-expectations is beneficial in preparing gifted Black students for college success. Being in an academic environment where success is expected and strived for by many students, and getting the emotional support gained from being with like-minded peers, had a positive effect on the graduates’ development of self-confidence and persistence. Overall, the study suggests that a well-designed, articulated, K-12, city-wide-magnet program can be effective in preparing Black gifted students for college/university.

Degree

Ph.D.

Advisors

Moon, Purdue University.

Subject Area

Black studies|Gifted Education

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