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Dissertation/Thesis Abstract

The Transformative Qualities of Fine Arts in Academic Settings: A Means for Equity for Underrepresented Gifted and Talented Students
by Katsaros-Molzahn, Maria, Ed.D., Concordia University (Oregon), 2018, 160; 13424530
Abstract (Summary)

Challenging problems require transdisciplinary, novel solutions. Equity demands that all students receive appropriate services to develop talents and potential, however, poverty limits opportunity. According to the National Association for Gifted Children (2017), approximately 6% to 10% of all students exist within the gifted and talented range. A specific subset of this demographic, underrepresented gifted and talented (UGT) student fail to receive appropriate access to develop their creativity and leadership potential. Grounded in the Human Ecology Theory (Bronfenbrenner, 1979), this case study argues that talent development requires arts education to enrich and support UGT students. Application of a qualitative case study, design process allowed authentic interviews of professionals working in the fields of gifted and talented education, fine art, elementary education, and student advocacy to develop. The themes and opinions regarding equity, UGT students, and arts education discovered in this study provide salient recommendations for the academic community.

Indexing (document details)
Advisor: McCann, Julie
Commitee: Broderick, Maggie, Swenk, Jean
School: Concordia University (Oregon)
Department: Education
School Location: United States -- Oregon
Source: DAI-A 77/09(E), Dissertation Abstracts International
Subjects: Art education, Gifted Education, Educational leadership, Elementary education
Keywords: Arts education, Equity, Gifted and talented, Poverty, Underrepresented
Publication Number: 13424530
ISBN: 978-0-438-87861-7
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