Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?

Abstract

Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.

Environmental Frameworks for the Gifted in the Periphery and Center Regions in Israel: Parents’ and Teachers’ Perceptions

“…Talent research indicates that parents play a vital role in nurturing their gifted children and are fully engaged in their educational processes (Kiewra, 2019; Miedijensky, 2020; Mun et al, 2021). Most often, parents notice their gifted child’s talent at an early age and serve as their child’s first mentors.…”

“…In addition, educators may make incorrect assumptions regarding the gifted children themselves and/or their families, which could lead to a deficit-oriented approach when dealing with these children and their families (Ishimaru, 2019; Olszewski-Kubilius et al, 2014; Wang & Neihart, 2015). Therefore, parents can provide significant information regarding their gifted children, their skills, area of interests, their sensitivity, and the difficulties they face, which can help teachers plan, develop, and implement more tailored activities and curricula for gifted students, addressing their cognitive and socio-cultural abilities, including emotional aspects (Mun et al, 2021). Relationships between parents and various educational settings have the potential to make significant improvements in gifted education for all gifted students, particularly for underrepresented and/or rural-based gifted children (Howley et al, 2009; Lockhart & Mun, 2020).…”

Determining Accessibility and Availability of Gifted Information on School District Websites

“…Considering the potential impact of access to information, it seems necessary to empower parents of students who are both gifted and from underrepresented populations with information that will lead to effective advocacy (see Mun, Ezzani, & Yeung, 2021). Fostering a welcoming environment via district website content invites minority parents to be involved in authentic decision-making around their student’s educational experience and future goals may lead to better opportunities for students who are gifted and from marginalized populations (Grantham et al, 2005; Tan, 2019).…”

“…Olszewski-Kubilius et al (2004) found that when parents had access to information regarding gifted programs, this prompted parents to independently seek out additional information suggesting that access to information increases opportunities for participation in gifted programs. Additionally, Mun, Ezzani, and Yeung (2021) posited that district-level efforts to engage in equitable practices can increase gifted identification and program participation among students from diverse backgrounds. Empowering students who are gifted and from marginalized populations may be partly accomplished by making information pertaining to gifted education accessible and available to students and families via district websites.…”

Parents’ View on Online Education during Covid-19 Pandemic in Nepal: Narrative Analysis

“…The study was conducted among 39 parents finding emerged that the most of parents commend for their gifted and talented children, a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, disproportionate communication from district leaders rendered engagement efforts less effective, few parents faced problem for identification gifted and talent of their children, and front line educators served a critical role in the bilateral relationship between school and family (Mun et al, 2021).…”