Barriers to Underserved Students' Participation in Gifted Programs and Possible Solutions. (June 2016)

• Record Type: Journal Article
• Authors: Siegle, Del; Gubbins, E. Jean; O'Rourke, Patricia; Langley, Susan Dulong; Mun, Rachel U.; Luria, Sarah R.; Little, Catherine A.; McCoach, D. Betsy; Knupp, Tawnya; Callahan, Carolyn M.; Plucker, Jonathan A.
• Is Part Of: Journal for the education of the gifted. Volume 39:Number 2(2016:Jun.)
• Page Start: 103
• Page End: 131
• Publication Date: 2016-06
• Subjects: academic achievement -- underrepresentation -- at risk -- identification of gifted children -- cultural differences; Gifted children -- Education -- United States -- Periodicals; 371.9505
• DOI: 10.1177/0162353216640930
• Languages: English
• ISSNs: 0162-3532

Abstract

Gifted students' learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students' participation in this process. We discuss these barriers within a proposed model of talent development.