Identifying Underrepresented Gifted Students: A Developmental Process

Pamela Peters; E. Jean Gubbins; Rashea Hamilton; D. Betsy McCoach; Del Siegle; Jeb Puryear

doi:10.1007/978-981-13-3041-4_21

Identifying Underrepresented Gifted Students: A Developmental Process

Pamela Peters
, E. Jean Gubbins
, Rashea Hamilton
, D. Betsy McCoach
, Del Siegle
, Jeb Puryear

Teaching and Learning

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

5 Scopus citations

Abstract

Gifted education programs across the globe struggle with the disproportionate representation of underserved populations. These groups include majority language learners, indigenous people, racial and ethnic minorities, and gifted students with disabilities. This underrepresentation leads to missed talent and opportunity and lends support to claims of elitism in gifted programs. Research, however, has demonstrated that pre-identification strategies and preparation programs might help to mitigate these problems. These programs are typically designed to prepare students for the identification process as well as for the advanced academic work that follows. This chapter provides an overview of recent research, including reports currently in preparation by the National Center for Research on Gifted Education, as well as information on types of programs that have been implemented featuring best practices.

Original language	English
Title of host publication	Springer International Handbooks of Education
Publisher	Springer Nature
Pages	465-485
Number of pages	21
DOIs	https://doi.org/10.1007/978-981-13-3041-4_21
State	Published - 2021

Publication series

Name	Springer International Handbooks of Education
Volume	Part F1630
ISSN (Print)	2197-1951
ISSN (Electronic)	2197-196X

Funding

Project SPARK (Supporting and Promoting Advanced Readiness in Kids) is a current research project funded by the U.S. Department of Education under the Jacob K. Javits Gifted and Talented Education Act first authorised by Congress in 1988, focusing on identifying and serving students from culturally, linguistically, and economically diverse communities and students with disabilities. Project SPARK is testing a scaled-up version of the Young Scholars Model. Researchers at the University of Connecticut are attempting to bring the Young Scholars Model to a state that has neither a mandate nor funding for gifted education programming, but does require districts to identify gifted students. They are: providing professional development; modelling classroom lessons; conducting parallel identification of students (identifying students separately from the typical process at each district, which is happening concurrently); and providing summer intervention programs to students identified by the district and research staff. Project SPARK researchers hope that traditionally underserved students will develop readiness for advanced academic experiences and the knowledge and skills required for identification as they approach their districts’ formal gifted program identification process (Little, Adelson, Kear-ney, Cash, & O’Brien, 2018). A second goal of the program is to improve teachers’ understanding of the unique needs of gifted students from low-income families or underrepresented minority groups. Underrepresented groups include students from indigenous populations. Acknowledgments This research from the National Center for Research on Gifted Education (NCRGE; http://ncrge.uconn.edu) was funded by the Institute of Education Sciences, U.S. Department of Education PR/Award No. R305C140018.

Funder number
R305C140018

Keywords

Gifted students
Identification
Pre-identification strategies
Preparation programs
Underserved populations

Access to Document

10.1007/978-981-13-3041-4_21

Cite this

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abstract = "Gifted education programs across the globe struggle with the disproportionate representation of underserved populations. These groups include majority language learners, indigenous people, racial and ethnic minorities, and gifted students with disabilities. This underrepresentation leads to missed talent and opportunity and lends support to claims of elitism in gifted programs. Research, however, has demonstrated that pre-identification strategies and preparation programs might help to mitigate these problems. These programs are typically designed to prepare students for the identification process as well as for the advanced academic work that follows. This chapter provides an overview of recent research, including reports currently in preparation by the National Center for Research on Gifted Education, as well as information on types of programs that have been implemented featuring best practices.",

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Identifying Underrepresented Gifted Students: A Developmental Process

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