Understanding the experiences of bilingual, Latino/a adolescents: "Voices from gifted and general education"

Elizabeth S. Shaunessy; Patricia Alvarez McHatton; Claire E. Hughes; Alejandro E. Brice; Mary Ann Ratliff

Understanding the experiences of bilingual, Latino/a adolescents: "Voices from gifted and general education"

Elizabeth S. Shaunessy
, Patricia Alvarez McHatton
, Claire E. Hughes
, Alejandro E. Brice
, Mary Ann Ratliff

University of South Florida

Research output: Contribution to journal › Article › peer-review

Abstract

Eight gifted and eight general-education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self-perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students' perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted-ness are examined and recommendations for future research are provided.

Original language	American English
Journal	Default journal
State	Published - Jan 1 2007

Keywords

Ethnicity
Gifted
Hispanic American Students
Educational Experience
General Education
Student Attitudes
Qualitative Research
Problem Solving
Self Concept
Role
Adolescents
Bilingualism
Intelligence Tests
Identification
Middle School Students
Racial Bias
English (Second Language)
Second Language Learning

Disciplines

Education

Access to Document

https://login.ezproxy.lib.usf.edu/login?url=http://www.tandfonline.com/doi/pdf/10.1080/02783190709554406

Cite this

@article{b2b275c9fd784014aac2eb7722ea29aa,

title = "Understanding the experiences of bilingual, Latino/a adolescents: {"}Voices from gifted and general education{"}",

abstract = " Eight gifted and eight general-education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self-perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students' perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted-ness are examined and recommendations for future research are provided.",

keywords = "Ethnicity, Gifted, Hispanic American Students, Educational Experience, General Education, Student Attitudes, Qualitative Research, Problem Solving, Self Concept, Role, Adolescents, Bilingualism, Intelligence Tests, Identification, Middle School Students, Racial Bias, English (Second Language), Second Language Learning",

author = "Shaunessy, \{Elizabeth S.\} and McHatton, \{Patricia Alvarez\} and Hughes, \{Claire E.\} and Brice, \{Alejandro E.\} and Ratliff, \{Mary Ann\}",

note = "Shaunessy, E., McHatton, P.A., Hughes, C., Brice, A.E., Ratliff, M.A. (2007). Understanding the experiences of bilingual, Latino/a adolescents: {"}Voices from gifted and general education{"}. Roeper Review, 29(3), 174-182.",

year = "2007",

month = jan,

day = "1",

language = "American English",

journal = "Default journal",

}

TY - JOUR

T1 - Understanding the experiences of bilingual, Latino/a adolescents: "Voices from gifted and general education"

AU - Shaunessy, Elizabeth S.

AU - McHatton, Patricia Alvarez

AU - Hughes, Claire E.

AU - Brice, Alejandro E.

AU - Ratliff, Mary Ann

N1 - Shaunessy, E., McHatton, P.A., Hughes, C., Brice, A.E., Ratliff, M.A. (2007). Understanding the experiences of bilingual, Latino/a adolescents: "Voices from gifted and general education". Roeper Review, 29(3), 174-182.

PY - 2007/1/1

Y1 - 2007/1/1

N2 - Eight gifted and eight general-education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self-perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students' perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted-ness are examined and recommendations for future research are provided.

AB - Eight gifted and eight general-education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self-perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students' perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted-ness are examined and recommendations for future research are provided.

KW - Ethnicity

KW - Gifted

KW - Hispanic American Students

KW - Educational Experience

KW - General Education

KW - Student Attitudes

KW - Qualitative Research

KW - Problem Solving

KW - Self Concept

KW - Role

KW - Adolescents

KW - Bilingualism

KW - Intelligence Tests

KW - Identification

KW - Middle School Students

KW - Racial Bias

KW - English (Second Language)

KW - Second Language Learning

UR - https://digitalcommons.usf.edu/fac_publications/383

UR - https://login.ezproxy.lib.usf.edu/login?url=http://www.tandfonline.com/doi/pdf/10.1080/02783190709554406

M3 - Article

JO - Default journal

JF - Default journal

ER -

Understanding the experiences of bilingual, Latino/a adolescents: "Voices from gifted and general education"

Abstract

Keywords

Disciplines

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