Citation

Howard J. Educ. Stud. (Mahwah, NJ) 2018; 54(5): 553-568.

Copyright

(Copyright © 2018, American Educational Studies Association, Publisher Taylor and Francis Group)

DOI

10.1080/00131946.2018.1453512

PMID

unavailable

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.

Language: en