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At the Center for Gifted Education at William & Mary, content-based curriculum development and dissemination of materials for teaching gifted and high-ability learners has always been central to the mission. For over three decades, curriculum materials have been developed using Joyce VanTassel-Baska’s Integrated Curriculum Model (ICM) and field-tested in classrooms around the country. With each revision of current materials and during the development of new materials, every effort is made to hold true to the theoretical underpinnings of the ICM. This article offers a glimpse at our ongoing commitment to the core of this well-researched model.

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.

While the exact prevalence of psychopathological misdiagnosis in gifted children is unknown, it is an occurrence within the gifted population (Amend & Beljan, 2009; Batstra et al., 2012; Bishop & Rinn, 2019; Bishop & Rinn, 2020; Coon, 2014; Webb et al., 2016). However, there is a gap in the literature related to psychopathological misdiagnosis specific to gifted males. (Desmet & Pereira, 2021; Ecklund et al., 2014; Eren et al., 2018; Neu & Weinfeld, 2007; OECD, 2015; Preckel et al., 2015; Watts, 2022). This transcendental phenomenological study leveraged Bronfenbrenner's Bioecological Model for Human Development (Bronfenbrenner & Morris, 2006) as a theoretical framework and Greenspoon and Saklofske's (2001) Dual Factor Model of Mental Health as a conceptual framework to help in understanding, analyzing, and interpreting the experience of a psychopathological misdiagnosis in gifted men. The four themes that were revealed during this study were Precipitating Event/Conflict Within the Home at Time of Misdiagnosis, Similar External Behaviors at Time of Misdiagnosis, High Psychopathology at Time of Misdiagnosis, and Positive Disintegration. A smaller sub-theme, I am Autistic, was also identified. For this study, based on the experiences of the five gifted men who participated, the essence of psychopathological misdiagnosis involved perseverance to shift from high psychopathology and disintegration to reflection and introspection, self-actualization, authenticity, and well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Despite the Brown v Board of Education (1954) ruling that dismantled segregation in public schools, discriminatory practices persist into the 21st century. Black and Hispanic students in America continue to face barriers to enrollment in gifted and talented programs in urban public schools. This underrepresentation raises concerns about educational equity and access, as these students are often denied opportunities due to racial disparities, unfair recommendation and recruitment practices, teacher implicit bias, and structural racism. In this quantitative study, teachers' perceptions regarding educational equity and access to gifted education for Black and Hispanic students were examined. Using the Racism and Inequity Beliefs Questionnaire, sixteen respondents shared their perspectives on inequities in the referral process for gifted programs. Snowball sampling was employed to gather data on teachers' perceptions. Results are reported using descriptive statistics and were interpreted to answer the four research questions. The findings highlight ongoing challenges and disparities in the referral process for minority students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The personality trait of intelligence has a research history rich in psychometric tradition, whereas sensory processing sensitivity is a young construct, which in its conceptualization shows similarities with other psychological and psychopathological concepts such as introversion, autism spectrum disorder, but also various giftedness concepts. The digital tree drawing test recently achieved good results in the diagnostics of cognitive performance losses in adults. The present study investigates whether the characteristics of intelligence and sensitivity are related and can be mapped in a second step using the digital tree test in the drawing process. For this purpose, 19 children and adolescents with existing intelligence and sensitivity diagnoses underwent the digital tree test. The results were evaluated using correlation analyses. Hardly any significant correlations were found between intelligence and sensitivity. Contrary to the previous assumption, the correlations found were negative. Drawing parameters, on the other hand, showed clear correlations with both traits, but here primarily with the sensitivity facets, so that drawing process variables could be identified which appear to be relevant for the personality traits. Future research could investigate in greater depth the direction and predictive value of these correlations in order to expand the diagnostic repertoire of psychological practitioners using the digital tree drawing test.

The study examined the predictive effect of cultural orientations on Chinese gifted students’ growth mindsets. This study encompassed 378 gifted students from universities in mainland China. Gifted students’ growth mindset beliefs and cultural orientations were assessed by using Dweck’s growth mindset inventory and Hofstede’s cultural value scale, respectively. Data analysis mainly leveraged Pearson correlation analysis and hierarchical multiple regression analysis to test the hypothesize role of gifted students’ cultural orientations in predicting their growth mindsets. Pearson correlation analysis was used to assess the bivariate correlation between growth mindset and cultural orientations. Subsequently, Hierarchical multiple regression analysis was conducted to test the predictive effects of cultural orientations on growth mindset beliefs of gifted students. The results revealed that the cultural dimensions of long-term orientation can positively predict gifted students’ growth mindset, but power distance and uncertainty avoidance negatively predict their growth mindsets. Collectivism (or individualism) and femininity (or masculinity) cannot predict growth mindsets. Theoretically, this study underscores the necessity of accounting for cultural contexts when applying the growth mindset framework. Practically, it highlights the need to incorporate cultural factors into growth mindset interventions targeted at gifted students.

The aim of this study is to investigate the cognitive modeling competencies of elementary gifted students when they are engaged in engineering-based model eliciting activities. In this study, the case study method was employed. Participants of the study are 19 elementary gifted students between the ages of 9 and 12 who attend at the Science and Art Center in Ankara. Purposive sampling method was used to determine the participants. Six groups received three engineering-based model eliciting activities developed within the scope of this study over a period of five weeks, each activity to two groups in a classroom setting. The engineering-based model eliciting activities, video and audio recordings of group works, student worksheets, observer's field notes and group interviews were used as data collection tools in this study. The data obtained from this study were analyzed based on de Villier's (2018) classification of modeling competencies framework and the group modeling competency observation guide. In accordance with the findings of this study, the mentioned framework and guideline have been expanded. In this regard, it has been determined that the cognitive modeling competencies of elementary gifted students as a group are mostly exemplary level, and that some groups demonstrate proficient level of sub-modeling competencies in some activities. Based on the findings of this study, it can be concluded that engineering-based model eliciting activities can be used as enrichment tools that allow elementary gifted students to reveal their potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

From its inception, the Center for Gifted Education at William & Mary has been committed to the education of gifted students. Dr Joyce VanTassel-Baska, founder of the CFGE, created a learning environment to work directly with gifted students and parents by providing diverse university-based pre-collegiate programs in both residential and daily program formats. The programs offered were designed to provide challenging academic content and support to develop social, communication, and leadership skills. There are many benefits to gifted students from participating in university-based pre-collegiate programs. This article introduces the diverse pre-collegiate programs hosted by the CFGE, the components of those programs, and their effectiveness.

Research to date has shown that a particular information literacy framework - consisting of six information skills- has had a favourable impact on the learning of students in mixed ability classes, and on students with learning difficulties. The current research investigates the impact of an information literacy framework on the learning of students at secondary school who were identified as being gifted. Owing to the nature of the school at which the research was conducted, the participants were female. The research context was a curriculum area with aims similar in spirit to the six information skills. The researcher found in Vygotsky's (1975) Zone of Proximal Development [ZPD] a theoretical framework that would contribute to the credibility of the research. That essentially was looking at a new state that resulted from a mediating factor being applied to the original state. Expressed as an equation this might read (C = A + B), where A indicated the girls as users of information at the start of the research, B indicated the intensive exposure of the girls to an information literacy framework, and C indicated the girls as utilisers of information at the end of the research. The researcher was informed by Moore's (1995) findings that research within the learning framework would increase knowledge of how the information skills are used contextually and in practice and chose to work in the qualitative paradigm. Consideration of both Yin's (1994) definition of a case study and Miles and Huberman's (1994) recurring features of a case study confirmed the appropriateness of the case study (Type IV embedded, multiple case study). Data were collected over four years, with the concentration being in a three term period. Instruments were varied and included taped interviews, open-ended questions, comparative exercises, research tasks and journals. The data were analysed qualitatively, and findings were presented in vignettes (Lawrence-Lightfoot and Hoffman Davis, 1997).The study found that the information literacy framework had a favourable impact on each of the girls, both in their learning and in personal areas such as self-esteem. These finding were consistent for each of the skills as discrete units and as parts of an information utilisation process. The findings of the research raise implications for curriculum design, the education of gifted students, education for lifelong learning, employment of teachers, assistance for the development of reluctant teachers of gifted students, and matters of duty of care, equity and litigation. The research also identifies areas in which further research can be conducted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data were collected during two family outreach events using a semi-structured interview protocol with focus groups. Focus-group interviews were independently coded and analyzed using thematic analysis. Findings revealed challenges and barriers related to accessing enrichment and advanced academic learning opportunities. Some families discussed their personal experiences of racism, bias, and deficit thinking. Overall, themes illustrated how families of color believed they were perceived by educational practitioners and their desire for a sense of belonging and equitable access to high-quality academic programming for their children.

This study examines a TV series "Young Sheldon" using Gagné’s Differentiated Model of Giftedness and Talent (DMGT) framework to propose a sustainable and inclusive model for gifted education. Using systematic content analysis, it emphasizes the need for tailored educational programs and inclusive practices to nurture gifted students' diverse needs. The series vividly portrays Sheldon's exceptional natural abilities and the environmental as well as intrapersonal catalysts that facilitate the transformation of his natural abilities into developed talents (competencies). Key environmental catalysts such as familial support, mentorship, enriched educational environments, and administrative decisions, while intrapersonal catalysts encompass Sheldon's curiosity, resilience, and intrinsic motivation. The findings in this investigation highlight the real-life activities, stages of growth, and investment that fosters the character’s talents. By integrating insights from Sheldon's experiences and the DMGT framework, a cyclic model is proposed, involving early identification, tailored support, regular monitoring, periodic evaluation, celebration of achievements, reflection, and reintegration. This proposed model underscores the necessity of a coordinated effort from parents, teachers, and policymakers to create a holistic and adaptable educational environment for gifted students. The study concludes that a sustainable, inclusive approach to gifted education enhances experiences, aligns with societal equity goals, and ensures potential is maximized for all.

This study appears to be the first of its kind to adopt a comprehensive multi-pronged approach to investigate the perceptions of trained teachers, general school teachers and parents about gifted education in Hong Kong. The study also involved the input of local experts from multiple disciplines, who contributed their local, expert comments on the findings and gave their expert opinion about how gifted education might be further developed in Hong Kong. The significance of the research is to provide a better understanding of the factors that underpin the effective implementation of gifted education in Hong Kong and how the educational needs of gifted students in the future may be better served. The methodological research approach was mainly empirical analytic The subjects included trained teachers of gifted education, general school teachers with no prior gifted education training, local parents and five local experts of gifted education in Hong Kong. The 101 subjects were all obtained by convenience samples of volunteered participants. The research instruments developed, involved three separate sets of gifted education survey questionnaires: one was for use with both the general school teachers and trained teachers, another one for use with the parents and a third questionnaire for experts, during their semi-structured interviews with the researcher. Both quantitative and qualitative data were obtained from the samples. The study revealed a fairly low awareness about the common characteristics of the gifted and their possible learning disabilities, of general school teachers and parents as compared with trained teachers. It also revealed a somewhat low awareness in each group about the Hong Kong Government policy as well as the operation of gifted education in Hong Kong schools. More specifically, the critical factors used by the three respondent groups to initiate a referral of suspected gifted student for confirmatory assessment included, "highly creative", "superior in mathematical reasoning ability" and "intellectual curiosity". The education practices that each group perceived as helpful for identifying gifted students and as helpful for teaching/assisting and developing gifted students were described and discussed. The respondent groups' perception of the common progress and hindrances to gifted education and of how teachers and parents can help in the education of gifted students were also discussed. The views of local experts in gifted education about this study's findings and how the education needs of gifted / learning disabled students would be better served were then examined and discussed. The thesis also examines the issues concerned with practical recommendations about the effective implementation of future school-based gifted education in Hong Kong and how the educational needs of gifted students may be better served. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

We start from research showing that adolescents with high abilities often code-switch or face a dilemma of forced choice as they seek security and connection in their social environment. These strategies lead them to hide their high cognitive abilities in an attempt to integrate into the sociocultural environment, which results in a loss, concealment or denial of their identity as gifted adolescents. The aim of this research is to characterize the favourable and unfavourable conditions for the development of the identity of highly gifted adolescents by means of a systematic review of selected publications on the subject. The conclusions show that cases of identity concealment by highly gifted adolescents tend to occur in the absence of recognition and facilitation of the development of their qualities in their family, school or peer environment. Also, we conclude that these cases are difficult to record or recover, so it is recommended to act by prevention and early support Partimos de investigaciones que muestran que los adolescentes con altas capacidades a menudo cambian de código o se enfrentan a un dilema de elección forzada cuando buscan seguridad y conexión en su entorno social. Estas estrategias les llevan a ocultar sus altas capacidades cognitivas en un intento de integrarse en el entorno sociocultural, lo que se traduce en una pérdida, ocultación o negación de su identidad como adolescentes superdotados. El objetivo de esta investigación es caracterizar las condiciones favorables y desfavorables para el desarrollo de la identidad de los adolescentes superdotados mediante una revisión sistemática de publicaciones seleccionadas sobre el tema. Las conclusiones muestran que los casos de ocultación de la identidad por parte de adolescentes altamente dotados tienden a producirse en ausencia de reconocimiento y facilitación del desarrollo de sus cualidades en su entorno familiar, es-colar o de iguales. Asimismo, se concluye que estos casos son difíciles de registrar o recuperar, por lo que se recomienda actuar mediante la prevención y el apoyo precoz

ABSTRACT Twice exceptional students are identified by disability and gifts or talents. A systematic review of the literature was conducted to answer two questions: What does a review of the literature reveal about the school experiences of twice exceptional students? What does a review of the literature reveal about factors that promote a positive school experience for twice exceptional students? Nineteen studies, published between 2000 and 2022, were identified according to a systematic protocol from Academic Search Complete, Academic Search Premier, APA PsycArticles, APA PsycInfo, Education Full Text, and ERIC. Findings demonstrate a trend of overall negative school experiences for twice exceptional students, with contributing factors including a primary focus on disability, denial of special education services, denial of gifted programming, inflexible educational programming, and difficulty with peers and teachers. Six studies reviewed identified factors that promoted positive school experiences, identifying supportive factors including school programming addressing both exceptionalities, a strengths-based educational approach, student understanding of strengths and weaknesses, programming characterized by student choice and flexibility, parental support, supportive, motivational teachers, and a safe school environment. Few studies were identified from the special education perspective, further limiting our understanding of this unique population. Implications for future research, preservice teacher education and in-service professional development are included.

An increasing number of students in the United States identify as Hispanic or Latino/a. These students enter American classrooms from varying backgrounds with diverse talents. Many of these students are proficient in at least two languages. Unfortunately, Hispanic students are underrepresented in gifted and talented programs, nationwide. The present study contributes to the limited empirical research on talented, biliterate, Hispanic, first-generation, and second-generation immigrant students by investigating strength-based factors (i.e., academic resilience, biliteracy, and school belonging) using both quantitative and qualitative evidence. Quantitative data from 30 bilingual Hispanic high school students were collected through an online survey with items measuring academic resilience and school belonging. Survey respondents resided across eight states in the United States with family origins in Mexico, Honduras, Colombia, El Salvador, Guatemala, and Peru. Two one-way Multivariate Analysis of Variance (MANOVA) tests were conducted to examine whether there were differences between groups of Hispanic students (gifted vs. general cohort and U.S.-born vs. foreign-born). Quantitative results indicated that students who reported previous and/or current participation in gifted programs attained higher levels of academic resilience and school belonging, than those who reported no participation in gifted programs. Additionally, students who reported being born in the United States attained higher levels of academic resilience and school belonging, when compared to students who reported being born in Spanish-speaking countries. Additionally, qualitative data were collected through email interviews from nine Hispanic students who reported previous and/or current participation in gifted programs, with family origins in Mexico, Guatemala, and El Salvador. First cycle line-by-line coding produced 264 In Vivo, Process, Descriptive, and Emotion codes. Second cycle coding using Structural codes for larger data segments produced 15 codes, and the following three themes emerged: Bilingual Experience, Academic Resilience, Opinions About School. Convergent findings, practical implications, and recommendations are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved)