A Social Justice Approach to Developing Equity and Diversity in Gifted Programming

2022 ◽  
pp. 103-119
Author(s):  
Dina Brulles ◽  
Jack A. Naglieri
Keyword(s):  
Social Justice ◽  
Gifted Education ◽  
Underserved Populations ◽  
Gifted Identification ◽  
Existing Structures ◽  
Gifted Programming ◽  
Inclusive Approach ◽  
Innovative Approaches

This chapter encourages educators to expand boundaries and build new, innovative approaches to increasing equity and diversity in gifted programming. Using a social justice approach to gifted programming, the authors describe methods for overcoming barriers that have historically, and continue, to suppress access to appropriate services for underserved populations in gifted education. This chapter provides an impetus for educators to reflect on ways to build upon and improve existing structures to adopt and adapt practices that embrace an inclusive approach to gifted identification and programming.

Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented

2020 ◽  
Vol 64 (3) ◽  
pp. 171-191
Author(s):  
Carol A. Carman ◽  
Christine A. P. Walther ◽  
Robert A. Bartsch
Keyword(s):  
Cognitive Abilities ◽  
Underserved Populations ◽  
Gifted Identification ◽  
Ability Test ◽  
Demographic Groups ◽  
Naglieri Nonverbal Ability Test ◽  
Gifted Programming ◽  
Cognitive Abilities Test ◽  
Nonverbal Ability ◽  
Cutoff Scores

The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of various norming groups and cutoff scores on both instruments’ identification abilities has not been compared. This study compared 15,733 CogAT7 nonverbal battery scores and 14,421 NNAT2 scores of kindergartners between 2013 and 2015 from one large urban school district to explore the differences between how each test relates to major demographic variables and examine the effects on who is selected for participation in gifted programming based on which instrument, which norming group, and which cutoff scores are used. Both instruments were less likely to identify students from demographic groups that have been traditionally underrepresented than students from traditionally overrepresented demographic groups, but identification varied based on the type of norming plan used and which instrument was taken. Suggestions are made as to the best instrument for use with various demographic groups and norming plans.

Access to gifted education among African-American and Latino males

2018 ◽  
Vol 12 (3) ◽  
pp. 237-248
Author(s):  
Desireé Vega ◽  
James L. Moore III
Keyword(s):  
African American ◽  
Academic Success ◽  
School Counselors ◽  
School Psychologists ◽  
Gifted Education ◽  
Latino Males ◽  
Gifted Identification ◽  
Content Type ◽  
Gifted Programming ◽  
Implicit Biases

Purpose Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males. Design/methodology/approach African-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When these students qualify for such services, they often experience feelings of isolation and loneliness due to scarce representation of other African-American and Latino male students. A review of extant literature was conducted to identify factors that influence access to gifted education programming among African-American and Latino males. Findings African-American and Latino males encounter roadblocks in being identified for gifted placement and many also experience implicit biases and stereotypical beliefs about their ability. The need for culturally competent professionals is critical to meet the academic and social-emotional needs of gifted African-American and Latino males. Practical implications Recommendations for school psychologists and school counselors are offered to support the needs of gifted African-American and Latino males, assist in increasing their identification and participation in gifted education, and promote academic success. Originality/value There is an urgent need for research on access and placement in gifted programming among African-American and Latino males. Moreover, the role of school psychologists and school counselors should be considered in facilitation of gifted identification and placement.

scholarly journals Gifted Programming Identification Procedures: A Hidden Curriculum

2021 ◽  
Author(s):  
Vicki Boley
Keyword(s):  
Gifted Education ◽  
Hidden Curriculum ◽  
Theory And Practice ◽  
Font Size ◽  
Paper Briefly ◽  
Gifted Identification ◽  
Gifted Programming ◽  
History Of ◽  
Critical Hope ◽  
Identification Procedures

<p>Monocultural notions of intelligence are crippling the field of gifted education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality in both theory and practice, especially regarding <i>how</i> children are identified as gifted (Cross, 2021; Owens et al., 2018). This paper briefly examines the history of the conceptualization of giftedness and posits that gifted programming identification procedures represent a unique and dangerous hidden curriculum. Drawing from theory on critical hope and positionality, two tables are presented; one to examine hokey versus critical gifted programing practices, and one to examine dehumanizing versus humanizing gifted identification procedures. These tables are intended to generate discussion on what happens when new ways of conceptualizing giftedness meet old ways of understanding, informing, and ordering the field of gifted education. </p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

scholarly journals Gifted Programming Identification Procedures: A Hidden Curriculum

2021 ◽  
Author(s):  
Vicki Boley
Keyword(s):  
Gifted Education ◽  
Hidden Curriculum ◽  
Theory And Practice ◽  
Font Size ◽  
Paper Briefly ◽  
Gifted Identification ◽  
Gifted Programming ◽  
History Of ◽  
Critical Hope ◽  
Identification Procedures

<p>Monocultural notions of intelligence are crippling the field of gifted education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality in both theory and practice, especially regarding <i>how</i> children are identified as gifted (Cross, 2021; Owens et al., 2018). This paper briefly examines the history of the conceptualization of giftedness and posits that gifted programming identification procedures represent a unique and dangerous hidden curriculum. Drawing from theory on critical hope and positionality, two tables are presented; one to examine hokey versus critical gifted programing practices, and one to examine dehumanizing versus humanizing gifted identification procedures. These tables are intended to generate discussion on what happens when new ways of conceptualizing giftedness meet old ways of understanding, informing, and ordering the field of gifted education. </p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders

2021 ◽  
pp. 016235322110014
Author(s):  
Eleonoor van Gerven
Keyword(s):  
The Netherlands ◽  
Social Constructivism ◽  
Gifted Education ◽  
Primary Schools ◽  
Theoretical Perspective ◽  
Gifted Students ◽  
Western Society ◽  
Paradigm Shifts ◽  
Inclusive Approach ◽  
Educational Paradigm

Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.

‘From our ownselves’: Acompañamiento with Indigenous Women in Perú

2021 ◽  
pp. 002087282097026
Author(s):  
Mirna E Carranza
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Indigenous Women ◽  
International Social Work ◽  
International Social ◽  
Innovative Approaches

This article contributes to the ethical and practical conceptualizations of centring marginalized voices in research across borders. This project worked within the parameters of international social work (ISW) in Perú, which is a space where the advancement of globalization and colonization has deepened the historical exclusion and marginality of Indigenous women. To work towards social justice, this project developed creative innovative approaches to engagement and resisted western notions of progress. As research is not neutral, deconstruction of contextual forces that shape research makes visible how knowledge(s) are understood and subjugated in ISW, in particular that of Indigenous women.

Protocols for Identification

2022 ◽  
pp. 1-10
Author(s):  
Kristen Seward ◽  
Marcia Gentry
Keyword(s):  
Gifted Education ◽  
Talent Development ◽  
Systemic Racism ◽  
Underserved Students ◽  
Gifted Programming ◽  
Pass Through ◽  
Identification Practices

The equitable identification of youth from all cultural, linguistic, and economic groups for gifted programming is a longstanding and tragic problem in gifted education. Many factors contribute to fallible, discriminatory identification practices, including identification based on manifest gifted behaviors alone (as opposed to gifted potential), on high cut-off scores on nationally normed instruments that yield differential results, and on exclusionary procedures where students must meet several criteria for identification or pass through a nomination gate for consideration. This chapter provides guidance for addressing access, equity, and missingness of underserved students in gifted education. Emphasis is placed on talent development, substantial changes to identification and programming, policy, and urgency to address systemic racism as steps critical to developing equitable, inclusive, socially just, and effective gifted education programming.

The Forgotten Many

2022 ◽  
pp. 150-170
Author(s):  
Rachelle Kuehl ◽  
Carolyn M. Callahan ◽  
Amy Price Azano
Keyword(s):  
Stereotype Threat ◽  
Rural Schools ◽  
Gifted Education ◽  
Rural Areas ◽  
Large Scale ◽  
Rural Students ◽  
Federally Funded ◽  
Rural Districts ◽  
Gifted Programming ◽  
Language Arts Instruction

Limited economic resources and geographic challenges can lead rural schools in areas experiencing poverty to deprioritize gifted education. However, for the wellbeing of individual students and their communities, investing in quality rural gifted education is crucial. In this chapter, the authors discuss some of the challenges to providing equitable gifted programming to students in rural areas and present approaches to meeting those challenges (e.g., cluster grouping, mentoring). They then describe a large-scale federally-funded research project, Promoting PLACE in Rural Schools, which demonstrated methods districts can use to bolster gifted education programming. With 14 rural districts in high-poverty areas of the southeastern United States, researchers worked with teachers and school leaders to establish universal screening processes for identifying giftedness using local norms, to teach students the value of a growth mindset in reducing stereotype threat, and to train teachers on using a place-based curriculum to provide more impactful language arts instruction to gifted rural students.

Determining Attitudes Toward Ability: A New Tool for New Understanding

2017 ◽  
Vol 29 (1) ◽  
pp. 29-55 ◽  
Author(s):  
Antonia Szymanski ◽  
Laurie Croft ◽  
Brian Godor
Keyword(s):  
Teacher Attitudes ◽  
Gifted Education ◽  
Gifted Students ◽  
Reliability And Validity ◽  
Curriculum Policy ◽  
Gifted Programming ◽  
Precise Understanding ◽  
Grade Skipping ◽  
Psychometric Evidence

The purpose of this study is to explore teacher attitudes toward gifted students in several distinct areas and to provide psychometric evidence of reliability and validity for the use of an instrument titled “Determining Attitudes Toward Ability” (DATA) to measure specific components of teacher attitudes. Subscales of Focus on Others, Problems With Acceleration, Grade Skipping, Identification, and Curriculum/Policy and ranking the goals of gifted programming allow precise understanding of teacher attitudes regarding important factors in gifted education. This study represents the initial efforts to provide a psychometrically evaluated instrument that reflects developments in the field of gifted education.

“See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms

2020 ◽  
Vol 43 (2) ◽  
pp. 86-100
Author(s):  
Brittany N. Anderson
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Advanced Placement ◽  
Gifted Education ◽  
Theoretical Models ◽  
Black Girls ◽  
Gender Disparities ◽  
Race Theory ◽  
Talent Identification ◽  
Gifted Programming

In current research and theoretical models that address racial inequity or gender disparities in gifted education, there is a missing narrative around high-achieving/gifted Black girls and their experiences, as well as their disproportionate underrepresentation in gifted programming, services, and Advanced Placement (AP) courses. This article highlights literature on adolescent gifted Black girls, in addition to exploring barriers and issues of marginalization that constrain the talent identification and development of this population. The study explores the narratives of gifted Black women and explores their counternarratives using Critical Race Theory and Frasier’s Talent Assessment Profile (F-TAP) framework. The article urges educators to use an intersectional lens to understand and address the needs of adolescent gifted Black girls, and provides practical tools to identify and develop talent.

Sign in / Sign up

Export Citation Format

Share Document