A Comparison of Perceptions of Barriers to Academic Success Among High-Ability Students From High- and Low-Income Groups: Exposing Poverty of a Different Kind
Gifted Child Quarterly
age/developmental stage, high income, low income, middle school, qualitative methodologies, special populations/underserved gifted
© 2017, © 2017 National Association for Gifted Children. In 14 focus group interviews, sixth- to eighth-grade high-ability students from high- (n = 36) and low-income (n = 45) families were asked to describe the barriers they perceived to their academic success. Three themes were identified through the qualitative analysis: Constraining Environments, Integration versus Isolation, and Resource Plenty versus Resource Poor. Students in both groups experienced environments not conducive to learning, inhibiting peers, and teachers as a barrier. Students in the low-income group described mayhem in their schools, which interfered significantly with learning. These students were highly integrated in their school community, whereas the students in the high-income group were socially isolated from both peers and teachers. Both groups exhibited issues of poor fit within their schools: autonomy and competence for both, relatedness for students in the high-income group. Attention to these issues will help support these students in achieving their potential.
Cross, Jennifer Riedl; Frazier, Andrea Dawn; Kim, Mihyeon; and Cross, Tracy L., "A Comparison of Perceptions of Barriers to Academic Success Among High-Ability Students From High- and Low-Income Groups: Exposing Poverty of a Different Kind" (2018). Faculty Bibliography. 2899.