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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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