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Many scholars of gifted education have often argued and believed that gifted individuals are neurologically overexcitable while non-gifted persons are not (Chang & Kuo, 2013; Harrison & Haneghan, 2011; Piechowski, 1979, 2006; Silverman, 2000a; Siu, 2010; Tieso, 2007a). This means that gifted persons are more sensitive, intuitive, empathic, and physically and emotionally aware. Some scholars have suggested that this significant degree of overexcitability may even mean that gifted persons are morally superior to non-gifted persons (Silverman, 1994). Over the past thirty years, this relationship between overexcitability (OE) and giftedness has become increasingly popular, as many websites, textbooks, and researchers have asserted it as true. These resources have also advocated a particular treatment and understanding of gifted persons due to their overexcitable nature.Recently, however, some scholars have questioned the validity of the giftedness overexcitability relationship (Mendaglio, 2002; Pyrt, 2008; Tillier, 2009a). So, while the past thirty years have seen a rise in the perception that gifted persons are overexcitable (Silverman, 2008), these scholars have contended that there is actually little empirical data demonstrating this relationship (Mendaglio; Pyrt; Tillier).Using a systematic review of studies that compared gifted and non-gifted samples' OE scores, this dissertation attempted to provide some clarity to this burgeoning debate. This process involved a research synthesis that used a priori established criteria to identify, describe, and evaluate the findings and methodologies of a body of literature's most rigorously conducted studies (Petticrew, 2001). The evaluation phase of the systematic review included both qualitative and quantitative techniques. These findings revealed that it is unclear that gifted individuals are significantly more overexcitable than non-gifted individuals. Consequently, researchers, practitioners, and gifted persons themselves should reconsider the relationship between giftedness and overexcitability. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Parents of gifted adolescents often face unique challenges in supporting their children's social and emotional learning (SEL). The purpose of this mixed methods action research study was to examine (1) As a result of a SEL parent workshop series, what changes were observed in: (a) Parental knowledge of SEL? (b) Parental self-efficacy in supporting their gifted child's SEL needs? (2) What did parents perceive as the most useful aspects of the SEL parent workshop series? The intervention took the form of a flexible five-session virtual workshop series and was delivered via a combination of asynchronous and synchronous instruction. The workshop series was designed to provide families with key information on giftedness in adolescence to help them better understand how characteristics of giftedness impacted their own child's socio-emotional development. Results from this study showed a statistically significant increase in parent knowledge of SEL concepts, and a mean increase in parental self-efficacy. While participants rated all aspects of the intervention workshop as useful, limited participant engagement shifted the workshop model from a collaborative model to a highly individualized one. As a result of the study, it is clear that parents do benefit from additional information on SEL support strategies, but continued research is needed to develop an intervention where the content and format best support participant needs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

In Saudi Arabia, the teaching of gifted and talented students is relatively new, and research that describes the quality and effectiveness of teachers' gifted preparation programs and the training sessions they receive remain rather limited and inconsistent. Purpose: This dissertation focuses on understanding the perceptions and experiences of in-service teachers regarding gifted-focused preparation and training programs in the country. Research Design: Data were collected through observation and semi-structured interviews with teachers of gifted and talented students in the country. Findings: Analysis of the data revealed six themes related to teachers' perceptions and experiences of preparation and training programs in Saudi Arabia. These six themes are: the need for support and training, factors that affect teachers' participation, professional and personal growth, effective teaching skills, classroom management skills, a lack of systems and policies, accessibility issues, and lack of motivation. Although the MOE and Mawhiba Institute offer support and training opportunities for teachers of gifted students, the teachers clearly stated that these programs are still far from meeting their immediate needs. However, many teachers have a positive perception about the training sessions they received; their responses revealed that these sessions helped them develop their professional, personal, managerial, and teaching skills. The study also identified a lack of systems and policy, accessibility issues, and lack of motivation as challenges associated with gifted preparation and training programs. Significance and Implications: The study allowed teachers to voice their ideas, beliefs, and thoughts about gifted-related preparation and training programs in Saudi Arabia. The results also inform educational leaders, decision-makers, and gifted program directors about the quality and effectiveness of the efforts to improve teachers' knowledge and skills regarding giftedness and teaching gifted students in Saudi Arabia. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Identifying students who are gifted with dyslexia (GWD) has presented a host of challenges to practitioners in school and clinic settings because these individuals possess both qualities of giftedness and learning difficulties, yet do not 'fit' in either category. The term "stealth dyslexia" was coined to indicate the presence of high abilities that may mask dyslexia traits, complicate diagnostic accuracy, and allow individuals to compensate for their weaknesses. The masking of reading difficulties can cause dyslexia to remain undetected in gifted children for a prolonged period of time which may leave them prone to academic disengagement.The present study provided an empirical examination of the patterns of academic strengths and weaknesses students with GWD. Using data from 98 clients from a private clinic, the scores of three different identified groups were compared: GWD, Gifted-only, and Dyslexia-only. A profile analysis, followed by post-hoc one-way ANOVAs, compared the groups across cognitive (WISC-V) and achievement (WIAT-III) measures. Results indicated that the cognitive scores of the groups varied from each other in the predicted patterns (i.e., higher verbal, abstract, and visual spatial reasoning) for Gifted-only and GWD, and lower cognitive efficiency (i.e., working memory and processing speed) for GWD and Dyslexia-only groups. Across achievement subtest variables, GWD scores were significantly above the Dyslexia-only students on all measures with the exception of Pseudoword Decoding, and below the Gifted-only students on all measures with the exception of Reading Comprehension and Listening Comprehension. Across achievement composite scores, the GWD scores were in between the Dyslexia-only and Gifted-only groups Total Reading and Reading Comprehension & Fluency, no different from Dyslexia-only on Basic Reading, and no different from Gifted-only on Oral Language. The GWD group displayed greater variability, as measured by the difference between highest and lowest subtest scores, in reading performance than the comparison groups. Finally, overall cognitive scores were significantly lower than the index score that omits working memory and processing speed among participants in the GWD group. The implications from this study regarding the nature, magnitude, and range of cognitive and achievement strengths and weaknesses of GWD students will help educators and psychologists accurately recognize and advocate for these students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Gifted children placed in traditional school settings, often do not have their educational, motivational, mental, and emotional development appropriately supported. Unidentified giftedness in young children can result in academic limitations due to unmodified educational standards to stimulate and support gifted children's needs. Consequences of unidentified giftedness can include boredom, anxiety, dislike of school, loss of motivation, and challenging behavior. This qualitative phenomenological study recruited parents of gifted children to identify consequences of delayed identification of giftedness using Vygotsky's Zone of Proximal Development as a lens to explore the beneficial effects of gifted students' early assessment and placement into classrooms with similarly like-minded gifted children, curriculum, and instruction. Findings supported the literature that children who were not identified as gifted and were not given appropriate support experienced anxiety and other behaviors that caused distress for them, their families, and their classroom environments. Families bear a financial burden, sometimes moving to different cities to find an appropriate educational setting and often bearing the costs of assessment to verify giftedness. Further, learning disabilities can co-exist with giftedness. Gifted children with such co-morbidities were less likely to receive appropriate support for their educational needs. Finally, children identified as gifted and taught in environments with similar peers were able to develop better social skills and became more willing to attend and succeed at school. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

This project is focused on the period of life known as emerging adulthood. Adolescents graduate from high school but then have a difficult time transitioning to adulthood. Emerging adulthood is not a generational designation like Generation Z. Rather, sociologists describe those age eighteen to thirty as emerging adults. Young people in this age group are no longer adolescents, but they do not consider themselves full-fledged adults. Emerging adults face many challenges during this period of life in the areas of education, relationships, work, careers, living arrangements, and many more. They are looking for answers to questions such as: Who am I? Why am I here? What is life all about? These individuals need guidance in understanding their worldview, values, vocation, and personality and giftedness. Emerging adults need a decision-making paradigm to assist them in navigating the challenges and questions during this crucial stage in life. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The persistent Black and White achievement gap contradicts one of the United States' core values: equal opportunity for all. In response to the problem, schools seek to increase Black students' achievement through programs like Advanced Placement (AP). Although schools have tried to provide an equitable educational experience, the disparity in outcomes and access remains. Black students' voices must be in the conversation about educational equality to understand the function of race and reveal any blind spots. This study used a critical qualitative research approach to explore the experiences of Black students who participated in a Southeast Georgia AP program. A critical race theory (CRT) methodology kept race at the center of the study, challenged dominant ideologies, committed to social justice, focused on experiential knowledge, and used the field's current literature. A series of three in-depth interviews served as the primary data collection method. Other methods included analytic memos and school-level AP documents. I used data reduction and connection strategies to analyze and inductively generate themes that provided a framework for my participants' narratives as they made sense of race in their experiences in the AP program. Through the students' richly detailed narratives, I uncovered strategies that may improve Black students' participation in AP. Schools seeking to eliminate AP enrollment disparity may use this study to advance racial equality. Findings indicated Black students in AP courses realized the role of race in their education and its impact on navigating school. The results of this study resulted in four recommendations. First, there is a need to revamp the United States History curriculum to provide more positive Black history. Second, there is a need for more Black teachers and formal mentorship programs in southern districts. Third, there is a need for culturally diverse definitions of giftedness and more inclusive practices for recommending students for AP. Last, there is a need for diversity training for teachers with a focus on culturally relevant pedagogy. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Historically, students within the top 1% of general intellectual ability (GIA) have been described as having unusual personality characteristics. It is generally accepted that students within the top 1% of GIA have unusual academic abilities and educational needs; however, the unusual social-emotional needs of students within the top 1% of GIA are not universally recognized and are not well understood. In the field of giftedness, this has contributed to a lack of focus on students with the greatest need for gifted programming and services: the students within the top 1% of GIA. The purpose of this exploratory quantitative study was to examine the personality characteristics of elementary school students within the top 1% of GIA in relation to general education students using three personality measures. The 3rd–5th grade Study Group students qualified for a special program for the highly gifted with a WISC V score in the 99th percentile after a district-wide screener. The 4th and 5th grade Comparison Group students were enrolled in general education classrooms at the same schools. Data were collected using a self-report survey instrument comprised of the fourteen subscales from the Big Five Indicator for children (BFI-child), the Murphy-Meisgeier Type Indicator for Children® (MMTIC®), and the Overexcitabilities Questionnaire 2 (OEQ-II) personality measures. These measures were developed based on three personality theories, the Five Factor Model/Big Five Personality Traits, the Jungian Types, and Dabrowski's Overexcitabilities respectively. Data analysis using a 2-Way Multivariate Analysis of Variance (MANOVA) indicated main effects for Group and Gender. Post hoc analysis indicated that Conscientiousness, Neuroticism, Sensing/Intuition, and Sensual Overexcitability (OE) contributed to the Group main effect and that Sensing/Intuition, Thinking/Feeling, Imaginational OE, Sensual OE, and Psychomotor OE contributed to the Gender main effect. This was the first study to include measures from the three personality theories; the findings support S. A. Gallagher's (2013) proposed bridges among three personality theories. Additionally, the findings of this study suggest that the unusual personality characteristics of students within the top 1% of GIA should be considered when designing appropriate educational programming and pedagogical methods for these students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to examine the existing barriers to equity in the identification and servicing of gifted students in a small mid-western suburban school district. A mixed method approach guided by constructivist philosophy was used to conduct this research. An inductive Grounded Theory was the methodological approach. This study sought to gather the perception of school district stakeholders to identify potential barriers that exist for specific subgroups of students to being identified for gifted and talented services. The research questions for this Problem of Practice were as follows: (1) How do teachers and parents in School District A define the concept of giftedness? (2) How do teachers' and parents' definition of giftedness impact which students are identified for gifted and talented programming in School District A? (3) What additional elements of School District A's gifted and talented identification process may create barriers to racial, linguistic and socioeconomic equity? (4) How might School District A effectively eliminate barriers to racial, linguistic and socioeconomic equity in their gifted and talented programming? Analysis of data collected from surveys and in-depth interviews revealed teachers' and parents' conception of giftedness as well as perceived barriers to achieving equity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Identification of students for High Ability programming is a complex issue. Ensuring that students from marginalized populations are proportionally represented when compared to the district student population adds to that complexity. This mixed analysis study examines the inequities that exist in the identification of students for High Ability learning programs at the national, state, and local levels. The top-down approach gives the study context for the variety of ways that giftedness is identified at the national, state, and local level. Alongside the document analysis, a survey was created and given to classroom and High Ability teachers. The survey asks the teachers what their perception is of the characteristics of a High Ability student. This information could support a district in forming a definition of a High Ability student. A school district could also ensure that there is proportional representation of High Ability students across all student groups. The results of the analysis show that districts need to rethink common practices when ensuring that all students are given opportunities to be selected for High Ability programming. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

This hermeneutic phenomenological research study addressed the persistent problem of practice of underrepresentation of economically disadvantaged students in gifted education by exploring the beliefs, experiences, and practices of families with economic disadvantages pertaining to giftedness and family involvement in education. Data was gathered from six participants with economic disadvantages and a gifted child through two interviews and analyzed using the hermeneutic circle to uncover patterns and themes. Themes emerged around each of the three research questions including themes for beliefs and experiences pertaining to giftedness: resiliency, creativity, overexcitability, divergent thinking, twice-exceptionality, intelligence, asynchronous development, and negative behaviors. Findings also point to involvement in education on all of Epstein's Six Types of Involvement with common supports and barriers among participants. The findings were analyzed through the lenses of Funds of Knowledge, underrepresentation of children with economic disadvantages in gifted education, and Epstein's Six Types of Involvement. The results of this study provide implications for policy and practice that could impact underrepresentation. School districts need to review their identification policies and ensure that they have plans in place that would increase identification for students with economic disadvantage. Schools and teachers could be including parents in referrals processes and improve communication about gifted identification and services. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

While the advocacy of differentiation as best pedagogical practices for instruction of gifted students can be found in scholarly literature, minimal research attention has been given to high-ability students' perceptions about their lived classroom experiences. Lack of challenging and accelerated content for identified gifted students can lead to boredom, negative self-perception, and disengagement from school. Gifted adolescent females, who are less likely to address barriers to realizing their potential can especially suffer or thrive depending on curriculum. The purpose of this qualitative study is to describe identified female gifted university students' perceptions of pre-collegiate and collegiate differentiation of curriculum and instruction to find the essence of their lived experiences. This phenomenological research study shares the stories of ten gifted women in U.S. higher education. Data collection included in-depth interviews with gifted women within five years of high school graduation. Three themes emerged from data analysis: differentiation, agency, and self-perception. As supported in previous literature, the women in this study reported a lack of differentiation in secondary school. In higher education, the participants described some differentiation in terms of course content, process, product, and setting. A second finding was the level of agency in which all the women engaged to control their own educational experiences. Through participation in multiple, concurrent extracurricular activities, these gifted women supplemented their formal academic classes by independently regulating their learning. A third finding relating to self-perception revealed that nine of the ten participants in this study did not fully understand the manifestations of their own giftedness, while some experienced imposter syndrome. Implications for secondary educators point to a need for more systematic differentiation made to curriculum, instruction, and assessment for gifted students. Implications for higher education suggest broadening the concept of differentiation to enable students to design their own interdisciplinary majors. Another implication for students, parents, and educators is that gifted students need explicit training in the nature, development, types, and needs of gifted individuals. The women in this study expressed interest in learning about giftedness; the clear implication is that gifted students should be taught about giftedness in secondary and/or higher education. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Children who are gifted or twice-exceptional (2e) share distinct qualities beyond academic achievement such as heightened neurological responsivity and asynchronous development (Bishop, 2019; Buica-Belciu & Popovici, 2014; Gere et al., 2009). Decreased knowledge and awareness of these shared qualities, combined with bias in the referral process for evaluation and identification of giftedness or 2e, contributes to under-identification, misdiagnosis, and misunderstanding of this population (Card et al., 2016; Webb et al., 2016). As a result, these children have decreased access to interventions that effectively address their needs. Bloom Seedlings is an inclusive preschool program in which occupational therapy practitioners play a primary role in early intervention for children with behavioral challenges related to giftedness or 2e. Social-emotional learning, sensory strategies, mindfulness techniques, and engagement in meaningful occupations are infused in the curriculum to improve self-regulation and decrease impulsive behaviors. Educational modules and support sessions for professionals and caregivers are critical components to improve relationships between caregivers, educators, and children (Zinsser et al., 2019; Zulauf et al., 2019) and are integral to the program. Through engagement in Bloom Seedlings, participants experience improved occupational performance, health and wellness, quality of life, participation, role competence, well-being, and occupational justice. Occupational therapy practitioners can become strong leaders in giftedness and 2e through program development, program evaluation, and contributions to the research. Bloom Seedlings places occupational therapy practitioners in a primary role to increase health, wellness, and advocacy for children who are gifted or 2e. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

African American students are underrepresented in gifted education (Card & Giuliano, 2016; Grissom & Redding, 2016; Vega & Moore, 2018). Gifted and talented education is a specialized program designed to meet the educational needs of students that exhibit advanced proficiency in intellect, creativity, artistic ability, or leadership (National Association of Gifted Children, n.d.). However, African American students are disproportionately represented in gifted classes. Teachers' perceptions of African American students' achievement have directly impacted African Americans' access to gifted education. The purpose of the qualitative case study was to assess the impact of teacher bias on the disproportionate number of African American students identified as gifted. In the study, elementary school teachers were surveyed and interviewed to examine factors influencing the number of African American students recommended for gifted services in elementary school. In addition, the study investigated teachers' perceptions regarding local gifted identification practices, especially those involving the identification of African American students. Study results can be used to increase the occurrence of African American students recommended for gifted services, which will lead to an increase in African American students participating in gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This research study examined the parent perceptions of and relationships among intellectual potential, academic achievement, and the order of identification of exceptionality for twice-exceptional students. Twice-exceptional students exhibit both giftedness and a learning disability or difference. Consistently and equitably identifying and serving twice-exceptional students is a persistent problem of practice in the field of education (Artiles et al., 2010; Gentry et al., 2019; List & Dykeman, 2019; Moon & Reis, 2004; Webb et al., 2019). This study was supported by a community partner, a private educational testing and advocacy agency in a Western state.This mixed methods study utilized a two-phase research design. The quantitative phase consisted of data analysis of assessment records of twice exceptional students. These data were collected by the community partner and de-identified and shared with the researcher. Quantitative data were analyzed with descriptive statistics and Welch t-tests. For the qualitative phase, participants were recruited through the community partner. Participants engaged in two hour-long interviews to share their perceptions of the experiences of their twice-exceptional child. Qualitative data were analyzed and presented in a narrative format to explore patterns and themes. Data were interpreted through the lens of identity formation, and the conceptual frames of intersectionality, stereotype threat, and self-concept. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The need to identify the 'real' gifted children in Nigeria for proper placement into gifted schools and the operationalization of giftedness concept prompted the development and validation of the Giftedness Assessment Instrument (GAI).Following the process of item construction, GAI comprises three components derived from several sources in a manner that retains the merits and eliminates the demerits of the sources, hence it is said to be integrated. The three components are: Above average ability test (GAI-1), Creative ability test (GAI-2) and Task commitment/motivation scale (GAI -3) with their independent attributes obtained through factor analysis using principal components with varimax rotations. The test was administered to 600 primary six pupils from public and private schools randomly selected from the six educational zones of Lagos State. The results obtained include: norms - for males and females and for public and private schools, high reliability and validity coefficients and discriminant validity with other standardized convergent and divergent measures of giftedness. To enhance the interpretation of the results, the scores were transformed into standard scores. The instrument was recommended for use in the identification and selection of primary six pupils into the gifted schools. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Problem : In 1972, the Marland Report included visual arts in the federal definition of giftedness, yet service for those with artistic aptitude remains elusive (Rinn, Mun & Hodges, 2022). This qualitative hermeneutic phenomenological study (Creswell, 2014; Finley, 2009; Leavy, 2017; Marmé Thompson, 2014; Van Manen, 1990) explores the experiences of secondary visual art teachers working with high ability visual artists (HAVAs) and the issues inhibiting gifted and talented identification and program inclusion. Issues from the literature include definitions, traits, and programming (Alexander, 1981; Clark & Zimmerman 2004a; Curkierkorn, 2008a; Hurwitz, 1983; Pariser & Zimmerman, 2004; Sabol, 2006). And with social semiotic framing, underlying problems intersecting the fields of gifted and art education are interrogated and interpreted (Smith-Shank, 2014).Procedures : This hermeneutic phenomenological study addresses the central question : "What are the experiences of secondary visual art teachers working with award-winning, high ability visual artists (HAVAs) in a Midwest state?" (Creswell, 2014). Data collection methods included a Qualtrics© survey, an arts-based method (i.e., the visual metaphor), a ranking activity, a face-to-face semi-structured interview, and researcher journal (Creswell, 2014; Leavy, 2019; Seidman, 2013). In Vivo and Descriptive coding were used to categorize the data, and Pattern coding for generating three themes (Saldaña, 2014). Each implemented to support triangulation. Reflexivity (i.e., hermeneutic circle) afforded reliability and member checking (i.e., respondent verification) to determine accuracy (Creswell, 2014; Finlay, 2009; Leavy, 2017).Findings : The findings answer the research question summarized in three themes : 1) personal definitions of giftedness, 2) observable behavioral attributes from the literature, 3) program choices and teaching approaches employed within talent development stages. Intuitive teacher attention to student psychosocial and motivational factors was also noted. Further, situating findings within semiotic wonderings (i.e., about relationships, background knowledge, and elaborative reasons) afforded interpretation of historical contradictions in policy and the signifying orders in teaching beliefs and habits (Smith-Shank, 2014).Conclusions : The themes affirm knowledge about gifted definitions and observable behavioral traits from the literature, and inform practice explicating talent developmental stages and teaching with motivational research. These add to a research agenda by extending lines of inquiry enumerating gifted attributes and high-performance benchmarks, and inform research gaps about applicable developmental and motivational research. Also noted was the need for exploration of current art program realities (i.e., scheduling, time, staffing, resources). Recommendations : As a result of this study, I recommend pre-service and teacher training include talent developmental models, motivational research, and psychosocial strategies. I encourage replicating earlier historical research to examine current secondary art program conditions. I also recommend new research about the psychological impacts of belonging in school and continued marginalization on high ability visual artists and their teachers. I suggest refining observable behavioral attributes from the literature to inform high-performance benchmarks within national and state standards. These may also be employed at a practical level as teacher assessments and identification rating scales. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Educators should be aware of efficient instructional strategies for students labeled as gifted to influence academic achievement and social-emotional growth positively. The problem was that a gap exists between achievement and the academic and social-emotional abilities of elementary students labeled as gifted. The purpose of this study is to understand teachers' perceptions of instructional practices used in the classroom to advance the academic and social-emotional performance of elementary-aged students labeled as gifted in a northern Georgia school district. The conceptual framework guiding the study encompassed Howard Gardner's theory of multiple intelligences and Joseph Renzulli's three-ring conception of giftedness theory. Research questions aided in discovering teachers' perceptions and effective differentiated instruction for gifted students for academic achievement, social-emotional growth, and how the practices affect each to determine the best instructional strategies to improve learning experiences. The study used a descriptive case study design, using 15 elementary educators of the gifted population in a northern Georgia school district who obtained the gifted endorsement. Open-ended questionnaires and interviews were used for data collection, transcribed, and coded, generating six themes from data analysis. Findings indicated more awareness of academic and less social-emotional strategies, suggesting one reason for the gap between academic achievement and ability. This study supports the exploration of the uses of differentiation of instructional strategies in classrooms and teacher awareness of social-emotional needs to enhance learning in gifted students. The study's results may provide information to educators on how to help close the gap between academic achievement and ability. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The disproportionality of Black students identified as gifted has been a hot topic of discussion in the field of education for decades. If the purpose of education is to maximize the potential of all learners, then educators are missing the mark. Although multiple factors may impact the gifted identification of Black students, one of the biggest conundrums in the field of gifted education—the process of gifted identification—may stem from the lack of common definitions of intelligence and giftedness. The purpose of this study was to examine teachers' perception of giftedness and other factors that may be impacting the gifted identification of Black students in a small, rural school district. This comparative descriptive research design examined the role teachers play within the gifted identification process by analyzing the following data gathered from three elementary schools: teacher perception of giftedness, teacher perception of the gifted identification process, and teacher perception of factors that may provide a more equitable gifted identification process. Descriptive statistics and nonparametric data analysis were used to analyze and compare quantitative survey results. In vivo coding and inductive thematic analysis were used to analyze qualitative data from open-ended survey items and interviews. Key findings were reported to division leadership and recommendations for increasing the number of Black students identified as gifted were provided. To ensure equitable access to appropriate education for all students, especially those who have been historically underrepresented, continuous improvement of the gifted identification process through planning and policy is integral for the progression of society. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

In this qualitative study, I used portraiture to share the experiences of three Black women who as Black girls participated in gifted education. Homogeneous purposeful sampling was used to select three participants that met the criteria for the study. Participants were asked to share their educational experiences before, during, and after enrollment in gifted programs in rural South Georgia. Through Seidman's (2013) three interview structure, data was obtained. After the interviews, data was analyzed using Saldaña's (2016) two-cycle coding. First cycle coding included attribute, in vivo, and magnitude coding. Second cycle coding included pattern coding. Portraiture was used as a method to guide data gathering, analysis, and portrait construction in order to share the participants' stories. Four themes were constructed from the data analysis to address the experiences participants had before, during, and after enrollment in gifted programs. Critical race theory (CRT) and Black feminist thought (BFT) served as guiding theories for the work and the clear connections between constructed themes, which included: family expectations fueled their positive outlook on the special privileges experienced because of the gifted program, White privilege influenced the overall enrollment in the gifted programs, teachers' suppositions and subsequent behaviors made everlasting impressions on participants that impacted not only their performance in gifted programs, but their views on education overall, and school employees need to learn how to better communicate with the families of Black students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)