Challenges and Efforts of Achieving Equity Beyond Gifted Education: Implications From Mathematics Education

Equitable Identification of Underrepresented Gifted Students: The Relationship Between Students’ Academic Achievement and a Teacher-Rating Scale

“…The findings indicate that teachers might also be biased or have missed the part of the HOPE Scale directions that state, “ When rating students on each item below, please think about the student compared to other children similar in age, experience, and/or environment .” To improve, the gifted education scholars and administrators should provide more professional development opportunities for teachers to (1) address equity issues, (2) understand the importance of their roles in identification, and (3) learn concrete ways for supporting the underserved populations in the classroom. In terms of the regular pedagogy, teachers can pay more attention while teaching mathematics based on our results in the scenarios; as mathematics curricula are often composed of sequential and hierarchical concepts, and the subject has been widely centered in gifted programs (Lee et al ., 2022b), we encourage teachers to differentiate math curricula to meet diverse students’ needs.…”

“…teachers can pay more attention while teaching mathematics based on our results in the scenarios; as mathematics curricula are often composed of sequential and hierarchical concepts, and the subject has been widely centered in gifted programs (Lee et al, 2022b), we encourage teachers to differentiate math curricula to meet diverse students' needs.…”

A Revised GTCrit Framework: A Broadened Critical Lens for Gifted and Advanced Education Settings

“…Despite the relative absence of critical frameworks in the field thus far, scholars are expressing a desire for their increased use in gifted and advanced education research, K-12 programs and classrooms, and pre-service teacher training programs. In 2022, Gifted Child Quarterly, the premier gifted education journal in the United States, published a special issue dedicated to equity, in which authors directly argued the need for more critical frameworks (Barnes, 2022;Novak, 2022b;Lee et al, 2022;Young & Young, 2022) or endorsed actions related to critical frameworks. For example, Wilson (2022) discussed the need to center the voices of historically excluded communities, while Garces-Bacsal & Elhoweris (2022) addressed the field's relationship with whiteness and a need for social justice.…”

“…This "promise" prompts in-the-field advocates like consultants, parents, teachers of gifted or advanced classes, or gifted coordinators to fight for increased services and funding in their district and state (Robinson & Moon, 2003;Reis & Renzulli, 2010;Robinson, 2021). Some scholars and gifted education leaders particularly advocate for expanded advanced learning in historically marginalized communities, positing that it will function as a social justice tool that will prepare traditionally excluded students for postsecondary learning and beyond (Ford, 2011;Lee et al, 2022;Peters, 2021;Plucker & Peters, 2016).…”

Equitable identification of gifted students with the relationship of religiosity and ethical sensitivity level of teachers

“…Therefore, in these studies, we examined teachers' patterns of referring underserved populations for gifted programs with the factors of religiosity and ethical sensitivity. These two concepts have rarely been connected with gifted education, particularly with equity and social justice issues (Almutairi et al, 2021;Lee et al, 2022aLee et al, , 2022bLee et al, , 2022cTirri et al, 2009). This study, therefore, is exploratory research investigating new factors that might affect whether the teachers equitably identifying students from low-income or multicultural backgrounds.…”