MERC Publications
Document Type
Article
Original Publication Date
2020
Date of Submission
October 2020
Abstract
Giftedness as a construct continues to be contested in academia, in the classroom and around kitchen tables. It means different things to different communities and, as a result, acquiring the "gifted" label looks different around the country. Once labeled, student giftedness produces different responses depending on state and district guidelines. A constant among the patchwork of defining, identifying and responding to student giftedness, though, is a serious racial and economic disparity in who is considered gifted and who is not. This report provides key takeaways from research literature on gifted and talented (GT) programs. It is organized according to five questions: 1) What does it mean to be "gifted?" 2) Who receives gifted services? 3) Why does this matter? 4) What factors contribute to disparities in gifted services? and 5) What strategies help to address disparities in gifted education?
Recommended Citation
Naff, D., Siegel-Hawley, G., Jefferson, A., Schad., M., Saxby, M., Haines., K., & Lu, Z. (2020). Unpacking "giftedness": Research and strategies for promoting racial and socioeconomic equity. Richmond, VA, Metropolitan Educational Research Consortium.
Is Part Of
VCU MERC Publications
Previous Versions
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary Education Commons, Gifted Education Commons