Addressing Inequitable Gifted Identification Policies and Practices in Two Elementary Schools

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

Abstract

As our nation continues to become more diverse, equity of education and educational opportunities for culturally and linguistically diverse (CLD) groups is a top concern. Students in CLD groups face numerous educational inequities including unequal access to gifted and talented education opportunities (USDOE, 2016). CLD groups are significantly under-represented in gifted programs at the national, state, and local level. Within this qualitative case study, I examined the ways in which the enactment of the gifted identification policy and process hinders and facilitates the identification of CLD students at two elementary schools. I conclude by making recommendations regarding adjustments that could be made to the policy and practices to encourage more equitable gifted identification practices.

Author

• Vicki Hobson, University of Virginia