Gifted Education and the The Emerging Minority-Majority

Gifted Education and the The Emerging Minority-Majority

The Problem of Minority Underrepresentation in an Age of

Radical Demographic Change

By James Mark Leavins

A Research Project for Dr. Victoria Morin, Troy University.

Fall 2011

Introduction

• Since the advent of Gifted Education, minorities have typically been underrepresented relative to their share of the school enrollment population (Castellano, 2003).

• Often, minority underrepresentation has been discussed in the context in which schools are committing a moral/ethical failure (Castellano, 2003; Ford, 2010).

• In the age of radical changing demographics, however, the minority underrepresentation has economic implications as serious as the moral ones (Tavernise, 2011; Ford, 2010).

Introduction continued…

• The United States is experiencing a radical restructuring of its racial/ethnic composition (U.S. Department of Commerce, 2011a).

• This change coincides with a restructuring of the age distribution of the American population (USDC, 2011b).

• In short, America is becoming more racially, ethnically, and culturally diverse while becoming older. Younger Americans now make up a smaller percentage of the U.S. population. Older Americans are increasing their percentage (USDC, 2011a, 2011b).


• As the Baby Boomers retire, an increasingly diverse workforce will increasingly be required to support federal entitlement programs such as Social Security and Medicare (Fulwood, 2011).

• Moreover, the workplace itself is rapidly changing towards knowledge-based and creativity-based enterprises that are less-structured and less-repetitive than traditional workplaces (Grantham & Ware, 2004).

• Minority workers will make up an essential part of this new workforce (Frey, 2011a).


• Gifted education programs can be well-suited in nurturing students who will have the qualities needed in these new types of 21st century workplaces.

• And given the American demographic changes, it is unavoidable that the future workforce will be much more diverse (Fulwood, 2011).

• Yet minorities are still very underrepresented in gifted education programs (Ford, 2010).

Minority Underrepresentation in Gifted Education

• Ford (2010) contends that black students are underrepresented by 48%.

• Ford (2010) contends that Hispanic students are underrepresented by 38%.

• Ford (2010) also maintains that a combined minimum of 500,000 black and Hispanic students were not receiving appropriate advanced educational services by 2006.

The Emerging American Minority-Majority

• An American minority-majority population is one in which the total sum of members of minority groups make up a majority of the total population (Dougherty, 2011).

• Current demographic trends are propelling the United States towards minority-majority status (Roberts, 2008,2009).

• The U.S. might reach minority-majority status by 2050, or perhaps as soon as the early 2040s (Roberts, 2008, 2009).

The Emerging AmericanMinority-Majority

• The U.S. Census Bureau designates any self-identified person OTHER than “white non-Hispanic” as a minority (USDC, 2011c).

• In the next 30 to 40 years, American residents who self-identify as Hispanic, black, Asian, Native American, Pacific Islander, multiracial, or any combination thereof are projected to outnumber non-Hispanic whites (Roberts, 2008, 2009).

The Emerging AmericanMinority-Majority

• The 2010 United States Census revealed a degree of racial/ethnic demographic change that exceeded expectations (Brownstein, 2011).

• The “Next America” (Brownstein, 2011, para. 1) has arrived sooner than expected.

The 2010 U.S. Census:Results and Analysis

• As of 2010, the total U.S. population stood at approximately 309,000,000 (USDC, 2011c).

• Of this total, approximately 64% of U.S. residents were non-Hispanic whites (Martinez & Ariosto, 2011).

• Approximately 36% of the U.S. population belonged to one or more minority group (USDC, 2011c, 2011a). Thus the 2010 U.S. population was 36% minority.


• To put it another way, over 1 in 3 American residents was a minority in 2010, as defined by the U.S. Census Bureau (USDC, 2011c).

• This change is dramatic. In 1990, twenty years prior, the non-Hispanic white majority made up 76% of the U.S. population (Frey, 2011c).

• The 1990, the minority share of the U.S. population was slightly less than 1 in 4, a share of 24% (Frey, 2011c).


• From 1990 to 2010, the non-Hispanic white share of the U.S. population fell by 12 percentage points (Frey, 2011c).

• From 2000 to 2010, the U.S. population grew by 27.3 million (USDC, 2011d), an increase of 9.7% (USDC, 2011d).

• Of this increase, non-Hispanic whites contributed only 2.3 million, or merely 9% of the overall U.S. population growth (Frey, 2011d).


• From 2000 to 2010, the minority population grew by 29% (USDC, 2011c).

• From 2000 to 2010, the non-Hispanic white population grew by a little over 1% (USDC, 2011c).

• From 2000 to 2010, minorities accounted for over 90% of the U.S. population growth (USDC, 2011c)


• By 2010, the U.S. Hispanic population stood at 50.5 million, a ten year increase of 43% (USDC, 2011a,2011c).

• By 2010, Hispanics constituted about 16% of the U.S. population, roughly 1 in 6 American residents (Associated Press, 2011).

• By 2010, black Americans made up about 12.6% of the U.S. population, numbering nearly 40 million (Martinez & Aristo, 2011).


• The Asian population also grew by 43% from 2000 to 2010, totaling 14.7 million (USDC, 2011a).

• By 2010, Asians constituted about 5% of the U.S. population (USDC, 2011a).

• Self-identified multiracial American residents made up about 2.9% of the U.S. population (Associated Press, 2011).


• The West region, by 2010, was the region closest to minority-majority status, with a minority population of 47.2% of the total regional population (USDC, 2011c).

• The South region, by 2010, had a minority population that made up 40% of the total regional population (USDC, 2011c).

• The Northeast region, by 2010, had a minority population that made up 31% of the total regional population (USDC, 2011c).


• The Midwest region, by 2010, had a minority population of 22.2% of the total regional population (USDC, 2011c).

• From 2000 to 2010, the minority population grew by 29.1% in the West, 34% in the South, 21.3% in the Northeast, and 23.5% in the Midwest (USDC, 2011c).

• In contrast, from 2000 to 2010, the non-Hispanic white population grew by only 3% in the West, and in the Northeast, the non-Hispanic white population actually declined by 3.4% (USDC, 2011c).


• By 2010, four American states had reached minority-majority status (USDC, 2011c).

• These four minority-majority states were Hawaii, California, New Mexico, and Texas (USDC, 2011c).

• By 2010, minorities made up 59.9% of California’s population, 54.7% of Texas’, 59.5% of New Mexico’s, and 77.3% of Hawaii’s (USDC, 2011c).


• By 2010, eight other states had minority populations that exceeded 40% of the state population (USDC, 2011c).

• These states were Arizona, Florida, Georgia, Maryland, Mississippi, Nevada, New Jersey, and New York (USDC, 2011c).

• From 2000 to 2010, Arizona’s minority population grew by 45% (USDC, 2011c)


• From 2000 to 2010, Florida’s minority population grew by 43% (USDC, 2011c).

• From 2000 to 2010, Georgia’s minority population grew by 40% (USDC, 2011c).

• From 2000 to 2010, Maryland’s minority population grew by 30% (USDC, 2011c).

• From 2000 to 2010, Nevada’s minority population grew by 78% (USDC, 2011c).


• By 2010, in each of these eight states that had a minority population in excess of 40%, all eight had minority population growth rates that exceeded the growth rates of the respective non-Hispanic white populations (USDC, 2011c).

• In fact, the non-Hispanic white populations actually declined in New Jersey, Maryland, New York, and Mississippi (USDC, 2011c).


• By 2010, the four most-populated states of California, Texas, New York, and Florida had attained either minority-majority or near minority-majority status (USDC, 2011c).

• These four states have a combined population of 100.4 million residents, accounting for almost 1 in 3 American residents (USDC, 2011c).

• Moreover, the aggregate four-state minority population was about 51.8 million, a 51% minority-majority (USDC, 2011c).


• The radical racial/ethnic demographic changes that are upon the United States are geographically broad and deep (USDC, 2011c).

• These changes are particularly profound at the younger end of the age range (Frey, 2011c).

• These changes will greatly impact the racial/ethnic composition of American public schools (Frey, 2011a).

The New Demographics of American Young People

• Frey (2011) argues that the United States is on the path to a minority-majority in American schools.

• By 2010, minorities constituted 46.5 % of the U.S. population below the age of eighteen (Tavernese, 2011b).

• Brownstein (2011) claims the U.S. under-18 age bracket will likely be minority-majority by the early 2020s, and perhaps as early as 2015.

• Ten states already have a minority-majority children populations (Frey, 2011c).

• These ten children-population minority-majority states are Mississippi, Georgia, Maryland, Florida, Arizona, Nevada, Texas, California, New Mexico, and Hawaii (Frey, 2011c).


• Frey (2011e) sees an interconnected importance between the increasing racial/ethnic diversification of American children and the percentage decline of the under-18 age bracket as a share of the total U.S. population.

• Frey (2011e) describes the non-Hispanic white population as increasingly aging, and destined for decades of low or negative population growth.


• Tavernise (2011) notes that in eight states, Arizona, California, Florida, Hawaii, Mississippi, Nevada, New Mexico, and Texas, a minority-majority exists in preschool programs, kindergartens, and nursery schools.

• School demographic diversification, as such, is burgeoning at the younger end of the age range (Fulwood, 2011).


• From 2000 to 2010, the American under-18 age bracket grew by only 2.6% (USDC, 2011b).

• From 2000 to 2010, the American under-18 age bracket’s percentage share of the U.S. population fell from 25.7% to 24% (USDC, 2011b).

• In contrast, from 2000 to 2010, the 45 to 64 years age bracket grew by 31.5%, to a population share of 26.4% (USDC, 2011b).


• For roughly the next twenty years, the 2010 under-18 age bracket will be entering the workforce as the 45 to 64 age bracket enters into retirement, and begins receiving Social Security and Medicare benefits (Fulwood, 2011).

• These federal entitlements for the elderly will constitute a large financial burden on these young and diverse workers (Fulwood, 2011).


• As the Baby Boomers retire, the United States will need highly productive younger workers, especially when considering that they will make up a smaller percentage of the working population than before (USDC, 2011b; Frey, 2011e).

• Moreover, the 21st century workplace will require more and more workers who can think creatively (Grantham and Ware, 2004).


• Gifted Education programs can help prepare young people for these new 21st century workplace environments.

• Minority workers will increasingly be an important part of that workforce (Fulwood, 2011; Frey, 2011a).

• Ford (2010) notes, however, that minority underrepresentation in gifted education still persists.


• Ford (2010) contends that minority “underrepresentation is not their problem; it is everyone’s problem” (Ford, 2010, page 31).

• Ford (2010) notes that white enrollment share in public schools has fallen form 75% in 1972 to less than 60% in 2006.

• Yet Castellano (2003) notes that gifted education programs have historically been the domains of white middle class students.


• It is also worth noting that American student enrollment actually declined slightly from 2000 to 2008 (USDC, 2011e).

• Thus, the traditional talent pools from which gifted education programs derive the vast majority of their students are shrinking as a share of the under-18 and overall population (Castellano, 2003; Ford, 2010).

Elitism vs. Egalitarianism in Gifted Education

• Sternberg (1996) argues that, in terms of gifted education, a strictly elitist approach versus a strictly egalitarian approach is a false dichotomy.

• Sternberg (1996) argues that the “Jeffersonian tradition” (p. 263) in education offers both opportunity for all and strong academic rigor.

• Castellano et al. (2003) contend that schools should use a wide variety of factors when considering minority students for admission to a gifted education program.


• Ford (2010) warns against the concept of using so-called objective standards when considering prospective minority candidates on the grounds that these seemingly objective and colorblind standards are, in fact, full of cultural bias

• Oakland & Rossen (2005) argue that local standards should be utilized when considering applicants from different cultural and/or linguistic backgrounds.


• Sternberg’s (1996) call for equal opportunity in conjunction with academic rigor is not incompatible with calls for greater flexibility (Ford, 2010; Castellano, 2003; Oakland & Rossen, 2005) in gifted education admission standards.

• The radical demographic-related economic challenges demand that gifted education programs pursue academic rigor and greater minority admission and involvement.

Conclusion

• The economic future of the United States depends, in part, on the ability of schools to nurture their brightest and most gifted students.

• Gifted education can play a significant role in preparing an increasingly diverse student population for an increasingly different working environment.

• The growing inertia of demographic change might force schools to reconsider a whole host of educational issues, including minority underrepresentation in gifted education programs.

Acknowledgements

• This presentation was made by James Mark Leavins, graduate student at Troy University, Dothan Campus, Fall 2011.

• This presentation was made to fulfill a course requirement for EDG 6670, a gifted education course taught by Dr. Victoria Morin, Troy University.

• The information in this presentation comes from the information contained in the course research paper written by James Mark Leavins.

Gifted Education and the The Emerging Minority-Majority

Documents

Transcript of Gifted Education and the The Emerging Minority-Majority