An Investigation Into the Effects of Intersectionality on the Equitable Representation of Twice-Exceptional Elementary Students

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Research on Giftedness, Creativity, and Talent SIG Roundtable: Diversity, Equity, and Identification (Table 26)

Abstract

The purposes of this study were to investigate the intersectionality of twice-exceptional students and motivate equity work in gifted education. Using data from the Georgia Department of Education, 2022-2023, this study employed descriptive statistics and DEGS to examine equitable representation of commonly marginalized 2e students. The data variables analyzed were K-5 students by race, gender, and socioeconomic status within an urban school district. The major findings revealed Black and Hispanic students were highly counted as students with disability, but very few were identified as 2e, while 2e White, Asian, and two or more races were identified at high levels of equity. American Indian and Pacific Islander 2e students yielded the lowest DEG scores of all 2e student groups.

Author

• Annessia J. Bullard, Emory University/University of Georgia