A Meta-Analysis: School-Based Intervention Programs Targeting Psychosocial Factors for Gifted Racial/Ethnic Minority Students. (September 2017)

• Record Type: Journal Article
• Authors: Woo, Hongryun; Bang, Na Mi; Cauley, Bridget; Choi, Namok
• Is Part Of: Journal for the education of the gifted. Volume 40:Number 3(2017:Sep.)
• Page Start: 199
• Page End: 219
• Publication Date: 2017-09
• Subjects: meta-analysis -- school -- intervention programs -- psychological factors -- gifted -- minority students; Gifted children -- Education -- United States -- Periodicals; 371.9505
• DOI: 10.1177/0162353217717034
• Languages: English
• ISSNs: 0162-3532

Abstract

This meta-analysis of five studies examined the effect of school-based intervention programs on psychosocial well-being of gifted racial/ethnic minority students in K–12 school settings. Analyses determined the overall effect sizes for various intervention programs and compared the effect sizes for subgroups by grade (i.e., elementary vs. secondary) and program developer (i.e., local district vs. national institution). Results indicated a significant impact of school-based intervention programs on students' psychosocial well-being overall. The impact did not significantly differ by grade or program developer. The significance of these results is discussed.