S4.8.9 Dreams Deferred: Access, Equity, and Missing Children in Gifted Education Across the United States
The United States is often viewed as a leader in gifted education. Our recent analyses on equity and access to gifted education paint a different picture when we consider children who (1) attend Title 1 Schools; (2) come from American Indian/Alaska Native, Black, Latinx, or Native Hawaiian/Pacific Islander families; (3) have Limited English Proficiency; and/or (4) receive Special Education services. Additionally, equity and access vary widely across the states. In this session, we examine census data from the Office of Civil Rights from the years 2000 to 2016 for equity and access and estimate numbers of children missing from gifted education.
Author(s):
Marcia Gentry
mgentry@purdue.edu
Purdue University
United States
professor of Educational Studies, directs the Gifted Education Research Institute at Purdue University. She actively participates in NAGC and AERA, frequently contributes to the literature, has national and international partnerships, and regularly serves as a speaker and consultant. Marcia received multiple grants in support of her work with low-SES, Native American, and underrepresented gifted youth. Her research interests include student attitudes toward school; using cluster-grouping and differentiation to meet the needs of gifted youth while helping all students achieve at high levels; non-traditional settings for talent development; and the development and recognition of talent among underserved populations.
Gilman Whiting
g.whiting@vanderbilt.edu
Vanderbilt University
United States
Associate Professor of African American and Diaspora Studies and Director of Graduate Studies at Vanderbilt University. His areas of research include: race, sports, and American culture; educational disparity; welfare reform and fatherhood initiatives; special and gifted education. Whiting has authored over forty scholarly articles in journals such as Roeper Review, Journal for Secondary Gifted Education, and The International Journal of Sport and Society, and book chapters. Whiting is the creator of the Scholar Identity Model™; consults with school districts nationally and internationally; and is the founding chair of the Achievement Gap Institute for the George W. Peabody College of Education.
Nielsen Pereira
npereira@purdue.edu
Purdue University
United States
Assistant Professor of Gifted, Creative, and Talented Education at Purdue University. His research interests include design and assessment of learning in varied gifted and talented education contexts; understanding gifted and talented student experiences in talent development programs in and out of school; identification and talent development of English Language Learners; and conceptual, contextual, and measurement issues in the identification of gifted and talented populations.
Anne Gray
gray118@purdue.edu
Purdue University
United States
Doctoral Student at Purdue University. Prior to graduate school she taught in a BIE school for 6 years, 4 of them as the K-8 gifted teacher. Her research interests include equity of educational opportunities for high potential and high achieving youth from underserved populations with a focus on Native American, Alaska Native and Indigenous youth; the P-12+ educational experiences of underserved high potential and high ability youth; and the decolonized role of ally researchers in the field of education. She is active in the NAGC Special Populations Network and Native American, Alaska Native and Indigenous Peoples SIG.