Repairing Rural Inequity to Increase the Identification of and Services to Historically Marginalized Gifted Students: Strategies That Work

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Research on Giftedness, Creativity, and Talent SIG Roundtable: Equity and Identification (Table 8)

Abstract

This study examines strategies that improve the identification of historically marginalized rural students for gifted programming.The research question that guided the study is: What beliefs and practices of rural educators effectively support processes that disrupt systemic inequity and increase the identification of and services to historically under-represented gifted learners? Rural educators at six identified sites in the state of Colorado participated in bi-monthly learning workshops, focused on strategies that were developed to increase the identification of racially, culturally, or linguistically marginalized rural learners. Data were collected annually through a series of interviews, surveys, and focus groups, along with demographic gifted identification data provided by each site. Data were analyzed and several themes emerged.

Authors

• Kristina Astrid Hesbol, University of Denver

• Norma L. Hafenstein, University of Denver