Equity in gifted education implies a need to expand opportunity and services for students through the use of equitable identification methods based on local norms and then building programs which empower all gifted learners. Equity is not the same as equal. It requires that each student be provided with services and instruction commensurate with their individual needs. It acknowledges that giftedness runs across all cultures, races, ethnicities, genders, SES, & ELL proficiency (NAGC, 2021). Equity is ill-served by ‘all children are gifted’ initiatives which eliminate gifted programs. All children deserve to be challenged, have access to high-quality curriculum, and multiple tiers of services.
How does socio-economic status affect entry to gifted programs? “The percentage of students identified as gifted is lower in lower-income, lower-education communities (WVU Research Communications, 2022).” “Parents with higher SES are … able to pay for language & music lessons or coaching activities” and “their kids … excel at whatever they’re good at because they’ve had these added opportunities (Brigandi, 2022).” “The most affluent students are six times more likely that the least affluent to be identified as gifted.” Biased gifted-evaluation instruments and parent/teacher referrals play a role this process (Vanderbilt, 2020).
A universal screening process is one way to improve equity in gifted identification. In 2020, schools in Shelby County, TN, doubled the number of students identified (Gonser, 2020). Researchers at Texas A&M recently found that by changing the criteria from top 5% of the country (national norm) to 5% of a school, African American and Hispanic/Latinx representation jumped dramatically (Rambo-Hernandez, 2019). Developing culturally sensitive identification protocols can promote equitable access and school success for underrepresented gifted students (NAGC, 2011).
Mindsets impact policy and PD can influence mindsets. “To rebuild gifted services … that promote diversity, stakeholders must consider and acknowledge their personal roles in perpetuating these unacceptable, yet entrenched practices (Brulles, 2022).” “To create a learning environment that supports their needs, teachers and other school leaders need regular professional development that addresses learning characteristics & behaviors of underrepresented gifted populations.” Professional development should also address awareness of cultural differences, the possibility of multiple exceptionalities, and the need for a positive peer culture (NAGC, 2011).
There are practical strategies for achieving equity in gifted programs. Stakeholders need to be proactive in building equitable programs by studying how existing programs are perpetuating inequity. “Using the Naglieri General Ability Tests along with local norms is a proactive, strengths-based approach. Once students are identified, “districts then need to differentiate the services they provide.” Strategies may include building stakeholder support (teachers, parents, admins, school staff), embedding gifted services into existing initiatives, and advocating for expanding gifted services (Brulles, 2022).
How can parents advocate for equity in gifted programs for their children? Parents need to educate themselves about testing/assessment options, existing gifted programs at their child’s school, become involve in parent advocacy groups, and build meaningful relationships with school personnel and other parents. Intelligent and thoughtful advocacy takes time but should begin as soon as a parent believes their child may benefit from gifted services.
A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 1PM NZDT/10 AM AEST/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Meta Page provides information on the chat and news and information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com.
Resources:
Tangible Equity in Education (Podcast 36:41) | thinkLawUS
Stop Eliminating Gifted Programs and Calling It ‘Equity’
Increasing Equity in Gifted Education Programs and Services | NAGC
Classroom Instruction and Teacher Training for Gifted Students from Diverse Populations | NAGC
Identifying Gifted Children from Diverse Populations | NAGC
A Strategy for Overcoming Equity Issues in Gifted Programs | Edutopia
Texas Education Agency: Gifted/Talented Parent Equity Tool
Supporting and Understanding Your G/T Child | TEA
Issues in Giftedness: What Won’t Fix Inequity
Schools Can Expand Equity in Gifted Programs, Conference Attendees Told
Equity in Gifted Education: The Importance of Definitions and a Focus on Underachieving Gifted Students (Preview) | Gifted Child Quarterly
Highlighting the Need for Greater Equity in Gifted Education
How to Advance Equity in Gifted Education
Advancing Equity in Gifted Education (YouTube 28:34)
Achieving Equity in Gifted Programming: Dismantling Barriers and Tapping Potential (book)
Gifted Education’s Future Requires More Diversity, Inclusion and Access
Recognizing Others: A Call for Accomplices On the Path to Equity | NAGC
Defend Gifted Education. And Then Do Much More.
Building a Model for Gifted Services that Promotes Diversity and Inclusion
Equity and Excellence Strategic Initiative | Division of Advanced Learning and Gifted Education at the North Carolina Department of Public Instruction
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