Donna Y. Ford, Erik M. Hines, Tanya J. Middleton, James L. Moore III
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Inequitable representation of Black boys in gifted and talented education, Advanced Placement, and special education
Black boys are overrepresented in special education (SPED) and underrepresented in gifted and talented education, Advanced Placement, and other opportunities for advanced learners. Conversely, they are overrepresented in SPED. In this article, we address the vicious cycle of deficit thinking and intelligence test inequities—the consequences and impact on Black males. The impact of high-stakes testing and racial prejudice and discrimination is stark. We present an equity formula to guide readers in all roles in setting quantifiable equity goals. Recommendations are provided.
期刊介绍：
The Journal of Multicultural Counseling and Development is a quarterly journal of the Association for Multicultural Counseling and Development (AMCD), a member association of the American Counseling Association. AMCD members receive the journal as a benefit of membership. The journal is concerned with research, theory and program applications pertinent to multicultural and ethnic minority interests in all areas of counseling and human development.
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