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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)

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)

This study examined the relationships between teacher experience and perceptions of gifted characteristics. Teachers are the primary source of student referrals for gifted placement and service; therefore, understanding the relationships between teacher perceptions and their work experience is important to understand possible barriers to gifted identification. This study identified the impact of years of teaching experience, professional training to serve gifted students, and employment setting on perceptions of gifted characteristics. Participants included 576 general education teachers serving grades kindergarten through fifth in U.S. public schools. Participants completed a survey that measured perceptions of gifted characteristics across domains outlined by Gagné's Differentiated Model of Giftedness and Talent. Data analysis determined the relationship between teacher experience and perceptions of giftedness with a small positive statistically significant correlation between increased years of teaching and perceptions of giftedness. Additionally, a small positive correlation was found between professional training in gifted education and teacher perceptions of giftedness. Finally, analysis determined that perceptions of giftedness were statistically significantly different for teachers working in Title I and non-Title I schools. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Ever since the emergence of gifted education in the United States in the beginning of the twentieth century, the concept of giftedness has been used to marginalize, segregate, and exclude students of particular backgrounds from specialized academic programs. Among the factors that contribute to unequal access to gifted education for ethnically, culturally, linguistically, and economically diverse (ECLED) students, teacher bias, deficit thinking and insufficient teacher preparation have been identified as especially significant (Coleman et al., 2015; DeWet & Gubbins, 2011; Mansfield, 2015). Among various approaches to mitigate underrepresentation of ECLED students, the concept of cultural humility (Tervalon and Murray-Garcia, 1998) has emerged as a transformative learning process that may help eliminate the opportunity gap for gifted ECLED when incorporated into teacher preparation programs. This qualitative study, guided by Transformative Learning Theory (Mezirow, 1978, 1995, 2003), utilized critical participatory action research (CPAR) methodology to better understand how participation in the series of critical workshops influenced cultivation of cultural humility by seven assistant teachers, supported the practice of critical reflexivity, and facilitated recognition of challenges faced by ECLED students in accessing gifted programs. Analysis of data sources, which included individual interviews, observations of workshops, and participants' written reflections, demonstrated an acute need for transformative learning experiences for pre-service teachers in order to cultivate such elements of cultural humility as critical reflexivity and critical assessments of positionality. Engagement in critical self-reflection allowed participants to recognize the impact of historical and cultural contexts that shape the definition of giftedness and affect ECLED students' access to gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Educators, including teachers and administrators, have a responsibility to increase knowledge and achievement for all students. Gifted students who demonstrate increased abilities and proficiencies are often given less attention as schools continue to increase their focus on the lower quartile of students. To address this need, gifted programs are implemented to foster excellence in identified students. However, educational policies pertaining to identification and qualifications for gifted programs can serve as gatekeepers denying students that could potentially benefit from rigorous and enriching programs. In this quantitative study, the perceptions of educators in Florida towards gifted policy were explored through a series of survey items relating to the sentiment, awareness, and perceived impacts of gifted education policy. The results show the support by educators to redefine giftedness and revisit policy. Results also show the importance of educator training on policies regarding gifted education. This research could be used to support the need for additional teacher training regarding gifted education as well as the need to revisit and revise existing conceptions of giftedness in state policy. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Although there is a great deal of research on students with disabilities, there has been little exploration of twice exceptional students, those who have both learning disabilities and gifts and talents. There are even fewer studies of twice exceptional students who are gifted and talented in the arts.This research was based on extensive interviews with eleven twice exceptional students at a public arts-focused high school. This school employed a dual differentiation approach for these students: educational services to address their disabilities as well as school-based enrichment in their artistic talent areas. Discourse analysis and thematic coding of the interviews revealed that despite this school's positive focus on students' artistic talents all eleven informants considered themselves academic failures.The study revealed that these students had a strong negative identity as learners: their academic careers were characterized by being bullied, forced to repeat grades, and frequently getting in trouble at school. They expressed feelings such as loneliness, anger, and anxiety. In terms of talent or giftedness, the participants described themselves as talented but not exceptional because of their belief that everyone has a special talent.Most of the students did not describe their own disabilities in terms that are typically used in special education. Nor did they describe their talents in language that teachers would apply to them. In the academic area students described themselves as powerless and their teachers as powerful in determining success. But in their artistic work they claimed greater power than their teachers, taking an expert's stance. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The purpose of this phenomenological study was to explore and investigate teachers' perceptions of giftedness in culturally and linguistically diverse students (CLD) as a factor that causes the lack of access for these students to gifted pedagogy. The theory guiding this study was Culturally Responsive Teaching. The central research question was "Does English language proficiency in culturally and linguistically diverse students influence teachers' perceptions of potential referrals to gifted and talented programming?" The sub-questions of the study were, "What are the perceptions of teachers about the characteristics that culturally and linguistically diverse students need to exhibit to be identified as gifted and talented?" and "How do teachers' perceptions of giftedness influence their decision to refer culturally and linguistically diverse students to gifted and talented programming?" To respond to these questions and to identify patterns in the teachers' perspectives, beliefs, and attitudes, the researcher conducted a qualitative study including open-ended questions from a survey and a semi-structured interview. The participants were ten elementary school teachers from the same public school district in South Carolina. The results of the study revealed that teachers' decisions to refer CLD students to gifted and talented programming are influenced by teachers' stereotypical assumptions associated with the background and language proficiency of CLD students. These assumptions and the lack of teachers' intercultural competence intertwine in a systematic restriction of access for CLD students to gifted programming. In addition, the researcher identified a need for teachers to be exposed to relevant training on the characteristics of gifted CLD students, and a need for effective communication and collaboration among home, school, and district personnel. This research study attempted to serve as a catalyst for change and reflection about the effects that potential biases can have on the chances that CLD students may have for being referred to a gifted program. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The purpose of this qualitative study was to explore the experience of secondary gifted students, more specifically their implicit theories of giftedness, how they incorporate giftedness into their sense of identity, and their eudaimonic development. The following four research questions guided the study: (a) What do the narratives of secondary gifted students reveal about their eudaimonic well-being? (b) What do the narratives of secondary gifted students reveal about their implicit theories of giftedness? (c) What do the narratives of secondary gifted students reveal about the extent to which giftedness is a part of their identities? (d) What are the relationships between gifted students' implicit theories, identity, and eudaimonic well-being? Fifteen secondary gifted students answered a series of prompts through written responses, which were the basis of a thematic analysis. Four themes about eudaimonia emerged: the effects of academic excellence; meaning and purpose in learning and extracurricular activities; meaningful relationships; and struggle and change. Four themes about students' beliefs about giftedness emerged: giftedness affects relationships; giftedness affects experience in school; gifted identification and programming; and gifted identity. Observations were made about the differences between implicit theories held by participants whose responses showed greater instances of eudaimonia and those whose responses showed fewer instances of eudaimonia, providing important implications for effectively educating gifted students and supporting their eudaimonic development. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The concept of inclusion remains at the heart of successful education and the UAE follows the rights-based model of inclusion. Gifted education programs are essential to offer academically aligned curriculum and instructional practices, cater to the socio-emotional needs of advanced learners, and provide the skills to advance their careers. This study investigated the gifted programs offered and evaluated its effectiveness in private middle schools in Dubai. Currently, we cannot estimate the number of gifted learners that go unidentified or underserved leading to individual needs being unrecognised. This disheartening situation exists owing to the dearth of prior research in giftedness in the local context. Following the pragmatic paradigm and exploratory sequential mixed methods, the current investigation used the NAFC 2019 PreK-12 gifted education programming standards for guidance alongside appropriate theoretical and conceptual frameworks. Qualitative research including interviews and the document analysis of the KHDA school inspection reports was followed by quantitative analysis of student attainment data in core subjects in the cognitive domain alongside the self-perception data in the affective domain, and concluded with the qualitative analysis of the findings, guided by the giftedness literature. Few suggestions regarding improvements in the gifted programs and recommendations for future research are reported. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The problem addressed in this qualitative study is that classroom teachers are not adequately prepared to identify gifted characteristics, which leads to the underreferral of students from diverse socioeconomic, ethnic, and language backgrounds. The purpose of this study was to explore the perceptions of public K-6 general education classroom teachers regarding their understanding of giftedness as it relates to their abilities to identify potentially gifted students and their awareness of programs and services offered by their district. The study's guiding theoretical framework was based on key theories of intelligence and giftedness. In a phenomenological approach, 15 elementary educators from the same urban Alaska school district were individually interviewed. An interpretive analysis rendered themes including gifted characteristics, stereotypes, teacher efficacy, awareness of identification methods, meeting gifted students' needs, advocacy, and equity. Participant knowledge of identification methods and comfort in the identification process were inconsistent. Many were also concerned with meeting gifted students' needs beyond their pull-out enrichment classes. Recommendations include practices to promote inclusivity and timely identification of gifted students, sustain research-based programming, and implement ongoing professional development for staff. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The purpose of the study was to examine if a relationship exists between productive giftedness and social justice leadership in leaders of high-poverty schools. The following research question guided this study: Is there a relationship between productive giftedness and social justice leadership in leaders of high-poverty schools?In the study, 113 leaders of high-poverty public schools throughout the state of California participated in the current study by responding to a researcher-created instrument, Productive Giftedness and Social Justice (PGSJ) of School Leaders Scale. The instrument attempted to measure different aspects of productive giftedness and social justice. Through multiple iterations of item analysis, the psychometric properties of the items were investigated. Ultimately, the instrument was refined to 18 items with a Cronbach's alpha of 0.845. The validity evidence was investigated through exploratory factor analysis with the results indicating six constructs: Early Support, Love of Reading, Early Aptitude, Mentorship and Support, Continued Support, and Equity Beliefs and Actions. The corresponding Cronbach's alpha were .827, .961, .816, .649, .851, and .753, respectively. Through correlational analysis, 30 significant correlations (p < .05) were found among the six constructs and 11 contextual variables. Of those, 20 were positively correlated, while 10 were negatively correlated. Multiple regression analysis indicated that being female and having lower school ELA test score colors were associated with Early Support. Additionally, being female was found to be associated with a Love of Reading. Meanwhile, cultural incongruence and being female were found to be associated with Early Aptitude. Additionally, lower school ELA test score colors, fewer years as principal, higher education levels, and being female were associated with Mentorship and Support. Lastly, the greater the number of years serving in education and younger leaders were associated with Continued Investment. Due to the disproportionality of females who participated in the study, the strong association of gender across multiple constructs should be measured.The influence of social justice leadership on leaders of high-poverty public schools was shown to be present. Multiple regression analysis indicated that principals who serve more years as principal at their site, who have higher education levels, and are culturally congruent to the communities they serve are associated with Equity Beliefs and Actions. It is recommended that additional questions pertaining to Equity Beliefs and Actions be added to the instrument to further evaluate the relationship of social justice leadership and productive giftedness. It is further recommended that the instrument be readministered to leaders of California public schools now that annual state testing has resumed following the COVID-19 pandemic in order to more accurately correlate student outcomes with productive giftedness. Such a repeat study might further validate the findings and make them more generalizable to the population.  (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Identifying and supporting students with disabilities and supporting gifted students is a complex task. This is especially difficult for students who are both gifted and have a disability, also known as twice exceptional. This case study was conducted in a large urban school district using a survey and interviews to determine current practices for identifying and supporting students with disabilities, giftedness and students who may have both needs. Results indicated systems exist in the district to identify students with disabilities and giftedness exclusively, but no system was in place to determine students who have both needs. Support is provided for students with disabilities but not for all gifted or twice exceptional students. Implications and recommendations for educators are shared on integrating support for students, providing support for currently identified students, continuing professional development on twice exceptionality, and use of collaborative teams to support all the identified students' needs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

In this dissertation, I sought to understand foster parents' perceptions of giftedness, how foster children's strengths, gifts, and talents affect their experiences and those of their foster parents, and what resources and information foster parents have for supporting their foster children's education and gifts. To understand these beliefs, I analyzed quantitative and qualitative survey data from 53 foster parents throughout the United States and analyzed interviews from 14 of those foster parents. Most foster parents surveyed perceived their foster children as a little or very different academically and in other ways than their peers not in foster care, and perceived they had different educational experiences than their peers, largely attributed to their lived experiences prior to entering and during foster care. Most participants felt their foster children's abilities, strengths, and talents affected foster parents a little or very much. Interviewed and surveyed foster parents defined giftedness as including the following attributes: academic achievement, natural ability or innate talent, intelligence, domain-specific capabilities, performance or skills above average for their age or above their peers, unique approaches to learning, and motivation for learning. Interviewees also addressed non-academic forms of giftedness, socioemotional characteristics of children with gifts and talents, and noted that these students may have some difficulties in school. Foster parents explained the adaptations they have made to their parenting because of their foster children's strengths, talents, and abilities, and highlighted the unique life experiences of foster children, which were not only hinderances but also could help them succeed academically and in life. Participants also expressed why they think foster children are not identified for gifted education programming. Foster parents had many needs related to their foster children's education and strengths, talents, and abilities. They made recommendations to those who train new foster parents and provide ongoing training to current foster parents; to schools and teachers of foster children; and to new foster parents about how to best meet the needs of foster children and encourage their gifts and talents. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

By the time the UAE pursues a first-rate education system that offers equal opportunities to all students, the Ministry of Education does not recognise twice-exceptional learners as a separate category of students who requires special education. Due to the complexity of their educational needs, they require identification and support that matches their coexistent disability and giftedness. Thus, this research is a transformative study aiming to reveal policymakers and educators' awareness and perceptions about twice-exceptionality. Moreover, this study seeks to determine how these students are identified and supported in schools in private schools in Dubai. As a result, strategies to enhance their education are discussed. Underpinned by social justice philosophy, a transformative concurrent mixed methodology is used to investigate the awareness and perceptions of educators and policymakers, and current practices provided to twice-exceptional learners at the level of identification and support, in Dubai. Derived from the theoretical framework, this study is transdisciplinary as reflected in its findings and recommendation. For this purpose, surveys for educators, as well as semi-structured interviews with inclusion specialists, policymakers, and twice-exceptional students are conducted. Additionally, non-participant observation and a sample of work are analysed. This triangulation aims to boost the validity, and trustworthiness of this dissertation. Aiming to suggest strategies to support twice-exceptional learners, in the emirate of Dubai, semi-structured interviews with international experts in twice-exceptionality research are led. Findings showed that schools support twice exceptional students proactively. Furthermore, educators and policymakers need further awareness. Accordingly, recommendations are suggested. Finally, it is hoped that such recommendations support policymakers and educators for better provisions for twice exceptional learners in Dubai, the UAE, and perhaps in the region. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Gifted programs, designed to enhance engagement and rigor for students exhibiting talent or potential beyond their peers in the general education classroom, are not equitably identifying and serving Hispanic/Latino students. This qualitative study explored gifted programming at a Title I elementary school located in a largely Hispanic/Latino community. Very few students received gifted services at the school, despite equity measures in place. Using a framework of educational capital, this study highlighted the cultural capital and community cultural wealth of gifted Hispanic/Latino students and provided suggestions for enhancing programming for this historically underidentified population of learners. Data were collected through semi-structured interviews of parents and teachers of students receiving gifted services. Questions were aligned with concepts of capital, and a priori codes were used to analyze participant perspectives. Findings identified embodied cultural capital as the dominant gifted paradigm, but inequitable opportunities to learn hinder students' ability to embody giftedness. Also, the linguistic capital of other cultures has been unrecognized by gifted testing, impacting access for gifted emergent bilingual students. Finally, barriers to success (e.g., low levels of rigor and engagement at the school, lack of opportunity to test for the gifted program, and lack of navigational capital for parents and teachers) threaten the vibrant hopes and dreams parents and teachers have for these students. Findings support the need for increased gifted programming in Title I schools and updated gifted policy to reflect culturally inclusive values. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

African American students are underrepresented in gifted programs in American public schools. This is due in part to the teachers' role in the gifted identification process. Classroom teachers are asked to refer students for evaluation for gifted services. To effectively do this, teachers must understand the unique challenges faced by gifted students from diverse populations, be able to recognize potential and be willing to explore their own perceptions about giftedness. When considering the historical plight of African Americans and their quest for an equitable education, coupled with current statistics on income, employment and educational attainment, the need to address this issue becomes clear. Students of high ability, regardless of race, must be given opportunities to realize their potential, ultimately benefiting the individual and society at large. The purpose of my study was to ascertain elementary school teachers' perceptions of giftedness toward African American students and to determine the impact that professional development on underachievement, implicit bias, deficit mindset and recognizing giftedness in diverse populations has on teachers' perceptions. Using an online questionnaire and activities designed to capture teacher's perceptions of giftedness, qualitative data were collected before and after teachers participated in a series of professional development sessions. The data collected were analyzed using codes and themes. Grounded in Critical Race Theory, my action research study provided an opportunity for teachers to explore factors that contribute to inequitable trends in gifted education and provided an opportunity for teachers to reflect on their roles in perpetuating or minimizing this historical concern. (PsycInfo Database Record (c) 2024 APA, all rights reserved)