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• W1922429103 abstract "This qualitative study used Critical Race Theory as a theoretical framework to examine the meaning, context, and process by which 12 African American students in gifted education programs formulated perceptions of their experiences in those programs. The following themes emerged from the semistructured, biographical questionnaires and individual interviews: (a) critical issues facing gifted African American students; (b) ways that the students navigate the perils of gifted education; and (c) the benefits of gifted education. These themes highlight the salience of race inside and outside gifted education programs. The research findings also provide practical applications for teachers, principals, school counselors, and parents." @default.
• W1922429103 created "2016-06-24" @default.
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• W1922429103 date "2008-07-01" @default.
• W1922429103 modified "2023-10-14" @default.
• W1922429103 title "Inside and outside Gifted Education Programming: Hidden Challenges for African American Students" @default.
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• W1922429103 doi "https://doi.org/10.1177/001440290807400402" @default.
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