@article{ref1,
title="The White kid can do whatever he wants: the racial socialization of a gifted education program",
journal="Educational studies (Mahwah, NJ)",
year="2018",
author="Howard, Joy",
volume="54",
number="5",
pages="553-568",
abstract="Drawing from a 14-month ethnographic study at an elementary school in the US South, I examine the role that the gifted and talented (GT) program played in racial socialization at the school. I use the principle of Whiteness as property (Harris, 1995) to analyze space as curriculum, the physical and social spaces of a school that structure how particular student bodies are positioned in relation to power and privilege. I argue that the segregated GT structure perpetuates racial inequities that young children are taught to accept and emulate. I conclude with implications for practice and future studies about the role of GT in racial socialization.<p /> <p>Language: en</p>",
language="en",
issn="0013-1946",
doi="10.1080/00131946.2018.1453512",
url="http://dx.doi.org/10.1080/00131946.2018.1453512"
}