Underrepresentation in Gifted Populations: A Meta-Analysis

• In Event: Meeting the Needs of Diverse Gifted Learners

Abstract

Proportional representation of students in gifted programming has been a goal of gifted education researchers. Alternatives to IQ and state standardized tests have gained popularity due to claimed ability to identify a wider spectrum of students. This meta-analysis provides evidence that non-traditional identification, while able to narrow the proportional representation gap, is still unable to address the issue of education inequity among underrepresented populations. An odds ratio effect size of .324 was calculated for non-traditional methods of identification in comparison to a .221 for traditional means of identification. While an improvement over traditional identification methods, the implication of this meta-analysis is that there is still considerable room for improvement in order to lessen the representation gap in gifted education.

Authors

• Jaret Hodges, Purdue University

• Juliana Tay, Purdue University

• Yukiko Maeda, Purdue University