Gifted identification as a constitutional issue

Brown, Cynthia N.

doi:10.1080/02783199709553813

Cited by 10 publications

(7 citation statements)

References 7 publications

(4 reference statements)

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“…Since the passing of the Jacob K. Javits Gifted and Talented Students Education Act of 1988, educators in the field of gifted | i~~s1 ; , , , i , i, ,0 I 0li i* A B S T R A C T education have sought alternative ways to identify gifted children, thereby increasing the number of students from minority populations in gifted programs. However, across the nation, the Federal Office of Civil Rights is investigating the diversity of gifted programs (Brown, 1997). Gifted programs raise social and moral questions.…”

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confidence: 99%

Impact of Gifted Programs From the Students' Perspectives

Hertzog

2003

Gifted Child Quarterly

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Fifty college students were interviewed about their prior experiences in gifted programs and their perspectives on the impact of these experiences on their lives. Interview questions probed the types of experiences they remembered, including the types of instruction they had, their relations with peers, and their views about how their experiences in gifted programs affected other parts of their lives. Data were analyzed qualitatively with additional topics and themes emerging. In this paper, the author shares their voices and discusses the implications of their reports.

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confidence: 99%

Impact of Gifted Programs From the Students' Perspectives

Hertzog

2003

Gifted Child Quarterly

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“…serious under-representation of minority students and students from lower socioeconomic-status backgrounds continues to exist in gifted programs across the nation (Baldwin, 1985;Brown, 1997;Ford, 1996Ford, , 1998Gallagher & Courtright, 1986;Richert, 1987;Robinson, Bradley, & Stanley, 1990;Suzuki & Valencia, 1997). It is estimated that some minority groups-specifically African Americans, Latino Americans, and Native Americans-"are underrepresented by 30% to 70% in national gifted programs and over-represented by 40% to 50% in special education programs" (Plummer, 1995, p. 289).…”

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confidence: 99%

Multi-Year Persistence of Nontraditional Students in an Academic Talent Development Program

Worrell¹,

Szarko²,

Gabelko³

2000

Journal of Secondary Gifted Education

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Minority and low-income students traditionally have been under-represented in programs for the gifted. Researchers have suggested using multiple criteria for identification of minority and low-income students and providing support for these students when they participate in gifted programs. This nine-year database study examined factors related to the return rate of nontraditional students who were identified with multiple indicators and who received support while participating in a summer program for academically talented youth. Results indicated that grade point average, achievement test scores, final grade in the first summer of attendance, and socioeconomic status were not significant predictors of returnee status. The authors suggest that more attention be paid to psychosocial variables and that follow-up studies be done with nonreturning students.

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“…“Overlooked gems” is the metaphor VanTassel-Baska and Stambaugh (2007) have used to describe the raw potential of low-income gifted students who are underrepresented in programs for gifted students. This underrepresentation has been corroborated over the past 25 years by other researchers in the field (see Baldwin, 2002; Brown, 1997; Gallagher & Courtright, 1986; Richert, 1987; Worrell, Szarko, & Gabelko, 2000). They have noted that being raised in a low-income home places these students at risk for reaching upper achievement levels.…”

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confidence: 56%

“…over the past 25 years by other researchers in the field (see Baldwin, 2002;Brown, 1997;Gallagher & Courtright, 1986;Richert, 1987;Worrell, Szarko, & Gabelko, 2000). They have noted that being raised in a low-income home places these students at risk for reaching upper achievement levels.…”

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confidence: 99%

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Kaul

Johnsen

Saxon

et al. 2016

Journal for the Education of the Gifted

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Overlooked gems" is the term used in gifted education to describe high-potential, low-income students who are unable to excel because of significant barriers in their homes, environments, and educational systems. To address these barriers, educators have offered enrichment and other types of talent development programs to this at-risk group of students. Using a retrospective survey, this study examined the perceptions of 89 low-income gifted students who participated in a summer enrichment program for 3 or more years and reports their impressions regarding social, emotional, motivational, academic, career, and generational benefits of participation. These findings expand the extant literature related to identifying components perceived as most beneficial and offer insight into potential multigenerational benefits.

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Gifted identification as a constitutional issue

Cited by 10 publications

References 7 publications

Impact of Gifted Programs From the Students' Perspectives

Impact of Gifted Programs From the Students' Perspectives

Multi-Year Persistence of Nontraditional Students in an Academic Talent Development Program

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