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This essay offers six reasons why the field of gifted education should retire the terms giftedness and gifted. Additionally, in the historical context of longstanding, severe, and pervasive racial and income inequities in the field of gifted education, the term Master’s Discourse is introduced and defined in this call to change terminology. Among the reasons to move on from the gifted terminology are its racist history; its association with underrepresentation; waning support for gifted programming; years of debate in the field over the use of these terms; issues with giftedness being narrowly defined by ability tests; and the need for language to evolve. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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We investigated whether gifted students’ academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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Students with exceptional academic potential who come from low-income families are frequently not identified for and consequently are underrepresented in gifted and talented programs. Because of this, new means of identifying such children must be developed. This article presents the findings of exploratory and confirmatory factor analyses conducted on the HOPE Scale, a 13-item teacher-rating instrument designed to identify academic and social components of giftedness in elementary-aged students. Participants included 349 teachers who completed HOPE Scales on 5,995 ethnically and economically diverse students from three rural and two metropolitan school districts in the Midwest. Multigroup confirmatory factor analysis was also used to evaluate measurement invariance between income groups. Findings suggest a two-factor model represents good fit for the data while remaining loyal to the latent constructs of academic and social giftedness. Although showing some legitimate mean differences, invariance test results suggested equivalence of model form, factor loading, and factor variances across income groups. Putting the Research to Use: This research has important implications for practice. Frequently, traditional measures of achievement or aptitude under-identify children from low-income families. Concerns exist about the usefulness of teacher-ratings forms or scales in gifted and talented student identification. However, when given specific items or descriptors, teachers can provide useful information concerning student performance. The HOPE Scale provides items that teachers can use to rate specific social and academic behaviors of their students. Findings from this study revealed that teaches can effectively nominate low-income students for gifted programs. Further, items on the HOPE Scale were not biased against low-income students as rated by their teachers, meaning that the social and academic scales provided similar information concerning students in either income group. However, mean scores for student from low-income families on both scales were lower than their non-low income peers, providing evidence that instruments need to be normed on the specific groups for which their use is intended. Practitioners, should not shy away from using teacher nomination instruments, but they should consider the psychometric information available concerning the use of these instruments or rating forms as used with students in demographic groups of intended use. The HOPE Scale, as developed with indicated revisions, will provide educators and researchers with a simple, psychometrically sound instrument to help with identification of underrepresented student for gifted education services. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)
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