Date of Award

2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Joseph M. Piro

Second Advisor

Dr. Colleen A. Walsh

Third Advisor

Dr. Lynne B. Manouvrier

Abstract

This mixed methods study examined why gifted education is culturally relevant to Chinese Americans and why parents desire gifted education for their children. At a time when accelerated learning is at odds with equity ideals, parents from the communities comprising the Asian umbrella have mobilized to fight to keep these academic opportunities for their children. These parents have been labeled as ‘white adjacent’ in order to shut them down as ‘racists’ when they speak out. The large number of Asian students in accelerated education has led to the accusation of them being ‘resource hoarders’. Even gifted education scholars have used the term ‘overrepresentation’ which perpetuates harm against the community. This study takes issue with the label ‘Asian’ as being overbroad, describing too large a group of dissimilar people, cultures, languages, and beliefs. Instead, the research focusses on the largest subgroup within New York City, Chinese Americans, who have a long history of oppression in this country. Two instruments, the Asian Values Scale (AVS) and the Needs Assessment Questionnaire (NAQ), were combined with demographic questions in a single, online survey for the quantitative strand with an optional qualitative strand consisting of open-ended questions at the end. Results indicated gifted education is deeply rooted in Confucian principles as parents who desire gifted education for their children scored within the high range on the AVS. Moreover, these parents scored very high for the needs of Achievement and Autonomy on the NAQ. Parents expressed a strong belief that gifted education opens up future opportunities for their children which will allow them to achieve the American Dream.

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