Visible minority students are known to be under-represented in gifted and higher education.
In the study I'm linking below,
for comparable levels of student achievement, Black students are 66 per cent less likely than Caucasian peers to be assigned to GT programs, and Latino students 47 per cent less likely. Because I don't believe the study controlled for SES, and low-SES is observed disproportionately among visible minorities, it is reasonable to infer that the true rate of gifted under-identification of visible minorities is higher than estimated. (Low SES --> less enriched environment --> lower achievement --> wider potential gap between ability and achievement for a given student.)
http://journals.sagepub.com/doi/abs/10.1177/2332858415622175 (Source for odds ratios.)
It's useful to step back from race and think about children as
people deserving of education commensurate with their needs. This article speaks to a need to identify and engage children of low-SES families to ensure they, too, receive appropriate advocacy and educational fit.
As I'm reading your message, you seem to be suggesting that under-representation of
comparably qualified visible minority GT students shouldn't be remedied in public policy by a quota.
If not a quota, how should GT schools and universities ensure that visible minority students be appropriately represented in the student body, as commensurate with those students' qualifications?
