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3.5.8 Relationship Between Anti-Intellectualism and Attitudes Toward Gifted Education Among Emerging School Leaders
Schools in the United States vow to have an academic mission; however, many schools clearly do not cultivate intellect. The ambivalence towards the high ability student often stems from leadership's anti-intellectual attitudes paired with a lack of support toward gifted education. This quantitative, correlational study examined the relationship between the anti-intellectual attitudes among emerging school leaders in Houston, Texas, and their attitudes regarding gifted education. Two instruments independently measured anti-intellectual views and support for gifted education, revealing relationships between the subscales and participant demographics.
Author(s):
Meredith Austin
mere.austin@gmail.com
Humble ISD
United States
Meredith Austin holds a Doctorate of Education in Ethical Leadership from the University of St. Thomas. Her current research interests include anti-intellectualism and gifted educational history. In addition to research and academics, Dr. Austin more than a decade of experience in public education as an educator, curriculum specialist, and program coordinator.