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In this chapter, the authors go beyond twice exceptional (2e) by taking into account the intersection of giftedness, disability, and cultural identities that can significantly shape the experience of students in school. The authors illustrate the importance of this intersection through a case study of a high-ability African American student with a learning disability, and they discuss the academic, personal/social, and career implications for bringing out the best in culturally diverse 2e students. The authors also offer practical solutions and strategies for teachers and school counselors to collaborate with families to promote the student success of 2e students with multiple identities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)
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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)
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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)
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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)
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Tipo de recurso
- Book Section (3)
- Journal Article (1)
Año de publicación
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Entre 2000 y 2026
(4)
- Entre 2010 y 2019 (2)
- Entre 2020 y 2026 (2)