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The authors hypothesize that gifted individuals are subject to microaggressions based on their unique characteristics. These microaggressions are perpetuated when gifted individuals are also Black, Hispanic, or low income. Research from the field of gifted education is combined with the counseling and psychology literature to explore the common assumptions that may lead to microaggressions. Multicultural considerations for counseling are discussed through the context of giftedness. Recommendations for counseling culturally different and low‐income gifted students are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

In our experiences as Black caregivers, we are very thoughtful and concerned about the STEM experiences of young Gifted and Talented (GATE) Black and other Students of Color in P-12 and higher education. In both academic settings, Black and Hispanic students are inequitably underrepresented in GATE, college, and Science, Technology, Engineering, and Math (STEM) (Hines et al., 2024a). Why does underrepresentation in such advanced programs exist? There is a myriad of factors, explained herein. In addition to presenting data, we share several barriers, recommendations, and resources. Also important, we highlight a sample of Black boys and girls who are trailblazers in STEM with the goal of explaining how educators can and must foster STEM engagement among all students, GATE Black and minoritized students.

Using a two-phase content analysis approach, this study examined how education scholars have discussed the intersection of giftedness, race, and poverty in gifted academic journals from 2000 to 2015. Specifically, the authors explored the following questions: (a) What are the characteristics of studies published that explore the intersection of giftedness, poverty, and students of color? (b) How do scholars discuss and theorize about how to recruit and retain gifted students of color who come from families living in poverty? (c) In what ways do scholars discuss the intersection of race and poverty for gifted students of color? Findings indicated that while studies were focused on students of color, there was limited discussion about the impact of race and poverty on the recruitment and retention of gifted students of color who come from families living in poverty. Implications and future research are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

In this chapter, we examine barriers to the recruitment and retention of CLD students in gifted programs, including advanced placement (AP) classes. In addition to discussing barriers, we propose recommendations. Several premises guide our work and this chapter. First, we recognize that change is difficult--resistance to changing is high, specifically if it threatens the status quo. We also recognize that, as we seek to preserve the status quo, a significant segment of our student population is denied access to programs that they are legally entitled to participate in. Second, we believe that increasing access to gifted education cannot occur unless we decrease and, ideally, eliminate, deficit thinking about CLD students. This move away from low and negative expectations requires substantive training and preparation, as well as leadership to set the tone and ensure accountability. Third, we believe that many policies and procedures must be viewed through a lens of equity so that we can see more fully their impact on underrepresentation. A further assumption and proposition is that no group has a monopoly on "giftedness." Giftedness exists in every cultural group and across all economic strata (USDE, 1993). Consequently, there should be little or no underrepresentation of racial and ethnic minority students in gifted education. A fourth premise is that giftedness is a social construct; subjectivity guides definitions, assessments, and perceptions of giftedness (Pfeiffer, 2003; Sternberg, 1985). This subjectivity contributes to segregated gifted education programs in numerous and insidious ways. Sapon-Shevon (1996) states that "the ways in which gifted education is defined, constituted, and enacted lead directly to increased segregation, limited educational opportunities for the majority of students, and damage to children's social and political developments" (p. 196). Accordingly, educators must examine their views about the purposes of gifted education in particular and their perceptions of students from racially and ethnically diverse backgrounds. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

An ongoing and unjust issue in the United States is the underrepresentation of Black and Hispanic students in gifted and talented education. In this chapter, we discuss barriers to recruiting and retaining these students, with a concerted focus on deficit thinking among teachers and other educators. Several theories and models are shared that are grounded in equity and cultural responsiveness in order to address human-made barriers head on and to support educators. We share our sense of urgency in helping educators be introspective, along with equity-minded and culturally responsive. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This reprinted article originally appeared in Gifted Child Quarterly, 1987, Vol 31(4), 180-185. (The abstract of the original article appeared in record 1989-27664-001.) Discusses the lack of representation of Black children in educational programs for the gifted. Historical precedents and lack of empirical data on appropriate identification processes and educational planning techniques are noted as part of the reason for the lack. Research data indicate that observation techniques; community involvement; and nominations by peer, parent, and teacher are suggested techniques to identify the Black gifted child. Data show that leadership skills, creativity, and mental processing abilities also indicate giftedness. Identification, curriculum, instructional environment, and evaluation are discussed in relation to the Black gifted child. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in The Journal of Negro Education, 1995, Vol 64, 52-62. Abundant data suggest that gifted programs are the most segregated educational programs in the United States. Minority children, particularly African Americans, economically disadvantaged students, and underachievers are severely underrepresented in gifted programs but overrepresented in special education programs for the learning disabled, behaviorally disordered, and mentally retarded. The author advocates that concerted efforts must be launched by educators and parents to ensure that African American students who exhibit exceptional talent receive the education to which they are entitled. After discussing the conditions that have led to this underrepresentation, this article suggests ways to desegregate gifted education programs and redress educational inequities in this area. It then appraises the promise and effectiveness of contemporary definitions of giftedness, theories of intelligence, and assessment practices in identifying a more representative array of students for gifted programs. Finally, the article discusses what is required to retain more African American students in gifted programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Sternberg’s transformational giftedness theory is visionary given its focus on GATE students being agents of change who use their gifts and talents in meaningful ways to address real issues. The theory merges seamlessly with several multicultural or culturally responsive theories and frameworks/models. We introduce the culturally responsive transformational giftedness model that adds multicultural consideration to Sternberg’s theory, particularly for Black students. This article offers recommendations and presents the model to complement and enhance transformational GATE students and education (e.g., identification and assessment, social-emotional and psychological development, instruction/teaching, and curriculum) via a rigorous culturally responsive framework. Undergirding this model is the notion of “good trouble” which is needed to solve real issues and problems to bring about equitable social and cultural change. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

It is a grave understatement and injustice to ignore a long-term reality that certain students of color (i.e.. Blacks, Hispanics, and Native Americans) have historically been relegated to a footnote and/or second-class status in gifted education definitions, theories, measures, and policies. Early scholarship on intelligence, and, thus, giftedness, all but ignored cultural variables. Hence, many students of color were (and are) significantly underrepresented in gifted education; this is particularly the case for Blacks and Hispanics. In this chapter, we present three frameworks to help gifted educators become culturally responsive and equitable: (1) Ford's Venn diagram of culturally responsive gifted education applied to characteristics, referrals, definitions, philosophy, evaluation, and curriculum; (2) an equity formula adopted from the Equal Employment Opportunity Commission; and (3) Ford's revised Bloom-Banks Matrix. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Exceptional Children, 1992 (Oct-Nov), Vol 59(2), 150-159. (The following abstract of the original article appeared in record 1993-11568-001.) Presents a schema designed to guide the development of theory, methodology, and research related to the psychoeducational assessment of African-American (AA) learners with gifts and talents. It is suggested that the philosophical world views, values, and behaviors of AAs auger for the development of assessment and identification systems that are grounded in pluralistic definitions and theories of the giftedness construct and that include cognition skills other than analytical abilities. The relationships among AA worldviews, needed psychoeducational assessment theory and methodology, and desirable assessment and identification instruments and practices are explored. Assessment paradigms, instruments, and practices most reliable and valid for identifying gifts and talents among AA learners are offered. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Research Monograph No 94112, 1994, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The under-inclusion of economically disadvantaged and minority children in programs for the gifted has been so well documented over the years that it hardly needs recounting. Simply put, the significant and constant increases in both the number and proportion of racial/ethnic minority and economically disadvantaged children in the public school population are not reflected in programs for the gifted and talented. This monograph (a) reviews traditional identification practices, (b) examines the environmental and value differences among several cultural subgroups, (c) describes the results of an exploratory study of the characteristics of disadvantaged and limited English proficient gifted students, (d) explores gifted behaviors as they relate to specific populations, (e) synthesizes insights emerging from the Javits Gifted and Talented Students Education Act, and (f) presents elements which can be used to construct a new paradigm of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Research Monograph No 95210, 1995, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The purpose of this paper is to explore a different perspective for observing and assessing characteristics of giftedness in minority, limited proficiency in the English language and economically disadvantaged student populations. First, a summary of what we know about the attributes of gifted and high achieving students from minority or economically disadvantaged families and areas is presented. Second, a proposal for focusing on core attributes that underlie the giftedness construct as a more viable basis for observing and identifying giftedness in minority or economically disadvantaged student groups is presented. A description of how a set of core attributes of giftedness was derived is also provided. Finally, implications for using these core attributes as the basis for a paradigm that better addresses the identification and education of gifted students from underrepresented populations are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)