Building Systemic Capacity for More Equitable Gifted Programming: A Case Study of One District

• In Event: Current and Promising Practices in the Identification of Gifted Students

Abstract

The purpose of this study was to examine perspectives of gifted coordinators, teachers and other educators in a diverse school district during a five-year district initiative aimed at improving equitable gifted identification and services for culturally, linguistically, and economically diverse (CLED) students. We conducted ten focus groups with 61 informants in the district and across 8 schools (elementary, middle, and high school). Using a six phase approach to thematically analyze the data (Braun & Clarke, 2006), we found three major themes indicating the importance of a) building systemic capacity, b) shifting conceptions of giftedness, and c) developing equitable identification practices and inclusive programming. Implications of the findings are discussed for improving equity and access for gifted CLED populations.

Authors

• Rachel U Mun, University of North Texas

• Miriam Deborah Ezzani, Texas Christian University

• Lindsay Ellis Lee, East Tennessee State University

• Jessica Ottwein, University of North Texas