Inequality in gifted and talented programs: parental choices about status, school opportunity, and second-generation segregation

Inequality in Gifted and Talented Programs examines the relationship between gifted and talented (G&T) education, school choice, and racialized tracking within a New York City elementary school.

This qualitative case study draws on in-depth interviews with a diverse group of parents who have children enrolled in G&T, General Education (Gen Ed), or both.

In the book, Roda uses a unique theoretical lens to probe the role of boundaries in maintaining privilege and navigating the negative stigma of the Gen Ed label.

The findings show that white, advantaged parents strive for the majority white G&T program despite the seemingly paradoxical attitudes they have about 'diversity' and segregation, their tendency to downplay the distinctions between programs, and the fact that they socially construct the G&T label.

Meanwhile, Gen Ed parents of color believe that G&T is used as a tool for segregation, status, and power.

By relying on a single test score for G&T admission, Roda asserts that the New York City G&T system creates status distinctions between schools and programs and perpetuates social inequalities.