Living Academic Research
Dr. Ericka L. Woods
Urban Gifted Education and African American Students: Parent and Teacher Perspectives
Dr. Ericka L. WoodsTitle: AVID Coordinator and Elective Teacher, Prince George’s County Public Schools
Research Topic: Urban Gifted Education and African American Students: Parent and Teacher Perspectives Institution: Hampton University Committee Chair: Barbara Holmes, Ph.D. Abstract: The purpose of this phenomenological study was to gain a better understanding of parents and teachers’ perspectives on the schooling experiences of African American students in an urban gifted program. More specifically, the research examined the social, emotional, and academic challenges that contribute to the underrepresentation of African American students in gifted and talented programs. The study involved one urban middle school gifted program in Prince George’s County in Maryland. Ten parents and ten teachers comprised the study sample. Four major themes emerged from the study; work ethics, self-confidence, transitioning to secondary gifted program, and camaraderie with peers. As a result, the negative influences that typically contribute to the underrepresentation of African Americans in gifted programs were not major factors in this urban gifted program. |
@WMMSAVID
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BioDr. Ericka L. Woods serves as the AVID coordinator and elective teacher at Walker Mill Middle School, in Prince Georges County, MD. During this time her students have raised their critical student inventory reading, math and science assessment scores and have been recruited by top performing high schools. A native of Washington D.C., she is a graduate of Bowie State University, where she received a bachelor's degree in history/education and a master's degree in secondary education-curriculum specialty. Dr. Woods received her Ph.D. in educational management at Hampton University.
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ScholarshipDr. Ericka L. Woods has been educating students in Prince George County Public Schools for almost fifteen years. Dr. Woods has received many awards, most notably the Excellence in Gifted and Talented Education (EGATE) award, recognizing her teaching skills and her commitment to her students and profession. Her dissertation research was in urban gifted education.
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AbstractThe purpose of this phenomenological study was to gain a better understanding of parents and teachers’ perspectives on the schooling experiences of African American students in an urban gifted program. More specifically, the research examined the social, emotional, and academic challenges that contribute to the underrepresentation of African American students in gifted and talented programs. The study involved one urban middle school gifted program in Prince George’s County in Maryland. Ten parents and ten teachers comprised the study sample. Four major themes emerged from the study; work ethics, self-confidence, transitioning to secondary gifted program, and camaraderie with peers. As a result, the negative influences that typically contribute to the underrepresentation of African Americans in gifted programs were not major factors in this urban gifted program.
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The Unexpected
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