The Tensions of "Mount Everest Plan" Programs in China: Perspectives From Gifted Collegiate Students

• In Event: Roundtable Session 53
  In Roundtable Session: Students Telling Stories About Social Mobility, Privilege, and Education

Abstract

Lack of the theoretical model and scientific guidance are contributing to a serious challenge for the gifted education movement in general and the “Mount Everest plan” in particular in China. This study delineates what the special tensions “Mount Everest plan” programs face while initiating gifted-education reform in China, what conditions tend to account for the tensions and dilemmas, and how the collegiate gifted students perceive these tensions after they are enrolled. These questions are important and have not previously been addressed. Such research will bridge this research gap and thus enrich the broad literature on gifted education and gifted students in China. Such research could help Chinese universities and "Mount Everest Plan” programs adjust to the largest group of gifted students.

Author

• Kun Yan, Tsinghua University