The social origins of students identified as gifted and talented in England: a geo‐demographic analysis

The landscape of gifted and talented education in England and Wales: how are teachers implementing policy?

“…The picture may be different in Secondary schools. A study by Campbell, et al (2007) highlighted that some ethnic groups were over-represented and some under-represented in the membership of the National Academy for Gifted and Talented Youth in the UK.…”

Exploring pupil segregation between specialist and non‐specialist schools

“…However, now that the programme has expanded to an extent where specialist status is no longer 'special' and indeed not possessing specialist status might parents rich in cultural and economic capital (Tomlinson, 2008;Campbell et al, 2007). We have already seen that certain schools -including those with strong and/ or improving examination results (therefore more likely to succeed in gaining future labels of positional advantage akin to specialist status) and those with foundation status -have drawn more privileged Year 7 intakes over time.…”

Giftedness and Talent in University Education: A Review of Issues and Perspectives

“…Supporting differentiated education for gifted and talented students, the U.S. Department of Education has urged greater effort toward identifying gifted and talented students from minority groups (Schwartz, 1994). Campbell et al (2007) found that the majority of gifted and talented secondary school students were skewed toward high levels of cultural and economic capital, although the model of education in the U.K. seeks to recognize giftedness and talent regardless of cultural and economic background.…”