Supporting Culturally, Linguistically, Economically Diverse learners in Gifted and Talented Programs

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 2
  In Roundtable Session: Linguistic Justice and Heritage Education

Abstract

As the culturally, linguistically, and economically diverse (CLED) population grows in the United States, disparities remain in the identification of CLED students for gifted and talented (GT) programs. Factors such as biased assessments, rigid score cutoffs, and inequitable access to resources contribute to this issue. This qualitative study, grounded in a social justice framework, examines how policies and practices impact the identification of CLED students in GT programs at Title 1 campuses in North Texas. By analyzing district-level policies and gathering insights from administrators, the research aims to uncover systemic barriers and support equitable identification practices, ultimately informing policy reform and professional development to enhance support for CLED students in GT programs.

Author

• Camille Austin Henderson, Texas Christian University