Sternberg's transformational giftedness theory is visionary given its focus on GATE students being agents of change who use their gifts and talents in meaningful ways to address real issues. The theory merges seamlessly with several multicultural or culturally responsive theories and frameworks/models. We introduce the "culturally responsive…

Purpose: The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have…

Early recognition and formal identification of gifted children are important in helping them learn during their primary years and preventing disengagement and negative attitudes toward school. This is especially the case for children from low-income, racially, linguistically, and culturally different backgrounds. In this article, we suggest some…

The United States is considered the land of immigrants and cultural diversity, and our nation's ever changing demographics attests to this. Yearly, our nation and schools become more racially and linguistically different. In what ways, we must ask, are schools welcoming and providing for students who come from different cultural backgrounds,…

This chapter examines underrepresentation among African American and Hispanic students in gifted education using the perfect storm analogy, arguing that social inequality, elitism, and colorblindness are three forces that contribute to the poor presence of these groups in gifted education. Underrepresentation trends are presented, along with…

This article expands the notion of culturally responsive learning environments by including Purkey and Novak's (1996) work on invitational learning. Their typology of four types of schools is described and applied to gifted education classrooms, along with associated characteristics of each. Specific attention is focused on implications for…

Cultural dynamics in school may contribute to disaffiliation and inhibited academic performance among diverse student populations (Marx, 2008). We queried 16 special education students in a low-income, ethnically diverse English Language Learner-cluster middle school about their perceptions of the cultural dynamics at their school and the…

Each year, the U.S. Department of Education publishes its comprehensive report "The Condition of Education." As the author perused this year's edition, she was reminded of an important reality, one that all education professionals must be mindful of: America and its schools are more racially and culturally different than ever before. The term…

It is common knowledge that our schools and society have changed in many ways, especially due to increasing immigration. Between 1972 and 2004, for example, the percentage of culturally diverse students doubled. The majority of scholarship in education seems to focus on how these changes and trends impact educators and their competence in working…

The field of gifted education has faced criticism about the underrepresentation of African American, Hispanic/Latino, and American Indian students who are culturally and linguistically diverse (CLD) in its programs. This article proposes that efforts targeting both recruitment and retention barriers are essential to remedying this disparity.…

In this article, the authors share concerns and considerations for researchers conducting cross-cultural research in gifted education. They contend that researchers should be mindful of the need to consider their own humanness--their beliefs, assumptions, attitudes, values, paradigms--and the limitations of their humanness when working with…

Discusses why diverse students are underrepresented in gifted education, noting ways to recruit and retain more diverse students into gifted programs. Factors contributing to the persistent underrepresentation of black students in gifted education are presented, along with suggestions for change. The article's central premise is that deficit…

Educators need to be more aware of and sensitive to the implications of diversity for themselves and their students. The student population is becoming more diverse at a faster rate than the teacher population. Teachers must understand other cultures in terms of concept of self, concept of time, personal vs. social responsibility, locus of…

This book offers guiding principles for culturally diverse environments and curricular choices to support multicultural inclusiveness. Case studies provide examples of exemplary gifted education programs, emphasizing the aspects of the program that best respond to diverse student populations. Subsequent chapters on gifted and general education…

This article discusses how the broadening of the federal definition of giftedness will possibly increase the number of students identified as gifted. Far from dumbing down the definition, this article argues the new definition will allow many minority children to be identified and served as gifted students. (Contains 8 references.) (CR)