Infusing culture and equity in gifted education for students of color: Three frameworks

Abstract

This chapter presents three frameworks to help gifted educators become culturally responsive and equitable: Ford’s Venn diagram of culturally responsive gifted education applied to characteristics, referrals, definitions, philosophy, evaluation, and curriculum; an equity formula adopted from the Equal Employment Opportunity Commission; and Ford’s revised Bloom-Banks Matrix. It describes a cultural lens to gifted education, with the goal of avoiding colorblindness and in any way discounting the role of culture in educational settings. The culture of students of color must not be discounted or ignored; doing so contributes to their underrepresentation in gifted education. Culturally responsive education and gifted education share the mutual goal of equity for students. In most districts, screening for and access to gifted education begins with referrals from educators-teachers, counselors, and administrators. Referrals are based on perspectives of gifted that are grounded in generic characteristics.

Publication Title

From Giftedness to Gifted Education: Reflecting Theory in Practice

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