Date of Conferral
12-27-2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Felicia Blacher-Wilson
Abstract
The purpose of this qualitative study was to understand SWSD administrators’ perceptions of the practices and identification criteria that exacerbated this underrepresentation, guided by a culturally responsive school leadership framework. For this basic qualitative design, eight SWSD administrators with direct knowledge of the GATE programs participated in semistructured interviews. Data analysis involved initial and axial coding, resulting in three key themes: limited cultural awareness among administrators, the importance of incorporating community perspectives, and the need to reevaluate traditional GATE identification practices. Based on these themes, it is recommended to enhance cultural competency training, to engage community members in decision-making, and to reform selection processes to improve accessibility for minoritized students. These insights promote positive social change by advocating for inclusive educational policies that ensure all minoritized students have equal access to GATE programs.
Recommended Citation
Sharpe, Vernice Verona, "Administrators’ Perceptions of Minoritized Students’ Underrepresentation in K-8 GATE" (2024). Walden Dissertations and Doctoral Studies. 16887.
https://scholarworks.waldenu.edu/dissertations/16887
