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.”