World Council for Gifted and Talented Children

Challenge For All Summer Sessions
2022-06-20 - 2022-07-31
(Times are in Eastern Time in the United States)

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Non-members click here to register

Join us for this webinar of critical conversations that examine how implicit biases are embedded in U.S. educational structures and how these practices exclude gifted and talented students from receiving necessary individualized educational supports and services. With an openness to broadening our concepts of giftedness and a willingness to implement just policies and practices, we can build relationships and send ripples of change for equity in gifted education. We will discuss implicit biases, embedded in U.S. educational structures, that result(ed) in exclusionary policies and practices and the chronic absence of gifted and talented students from gifted education programming. Furthermore, we will look at Gentry et al. (2019) which provided definitive evidence of the under identification of Black/African American, Hispanic/Latino, Native American/Alaska Native, and low-income students with giftedness. In addition, we will refer to Ladson-Billings (2006) who provided a lens to bring focus on the chronic nature of the underachievement of marginalized students with a description of “education debt.”

Sarena Gray

Anne M. Gray, Ph.D.

Dr. Sandra Rodriguez

A Diné woman from Lukachukai, AZ, on the Navajo Nation. She received a B.A. in Ethnic Studies from Brown University in 2018 and is currently pursuing a PhD in Adult and Higher Education at the University of Oklahoma’s Educational Leadership and Policy Studies department.

Bilagáana, married to Táchii’nii, with four Diné children; Assistant Professor at Northern New Mexico College; graduate of the Gifted Education Research and Resource Institute (GER2I), Purdue University; and co-authored “Access denied/system failure: Gifted Education in the United States: Laws, Access, Equity, and Missingness Across the Country…” (Gentry et al., 2019).

Associate Professor and Chair of the Department of Teacher Education at Northern New Mexico College. She has worked for over 30 years as an educator in the state of New Mexico serving in a variety of capacities and gaining broad experience in the areas of curriculum and program development, program implementation, program monitoring, and program assessment.

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