Looking back
Gifted young people’s reflections on learning in areas of deprivation
Bibliographic Data
| ID | 15413280 |
|---|---|
| Authors | Catherine Reid (0000-0001-7657-1289, University of Glasgow, corresponding author), Margaret Sutherland (0000-0002-8407-0254, University of Glasgow) |
| Year | 2025 |
| Volume | 40 |
| Issue | 2 |
| Pages | 91-106 |
| Publication date | 2025-07-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Gifted and Talented International (JOURNAL) |
| Journal identifiers | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.2025.2558543 |
| OpenAlex | W4415694708 |
| Language | EN |
| References cited | 20 |
Equity and access have long been topics in the field of gifted education. Scotland is a country whose education system is built on egalitarian beliefs, and so it was no surprise that when it came to accessing higher education, there was a recommitment to widening participation. The thinking was clear: young people who have experienced deprivation and have talent and potential should be able to access HE. However, the gifted, or as they are called in Scotland, highly able, are often conspicuous in their absence in policy and practice. Twenty-six students currently studying at the University of were interviewed and asked to reflect on their experiences in school. This article presents their reflections in three key areas: resources and opportunities; access to subjects and levels; and accountability, assessment, and alienation
Equity (law · Field (mathematics · Gifted education · Key (lock · Surprise · Talent development · Education, Achievement, and Giftedness · Global Educational Reforms and Inequalities · Youth Education and Societal Dynamics
Global Education Inc.
What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
Thematic Analysis
A Small Country with Big Ambitions
National qualifications in Scotland
Are we still “raising aspirations”? The complex relationship between aspiration and widening participation practices in English higher education institutions
Outline of a Theory of Practice
Reflecting on reflexive thematic analysis
Voices of twice-exceptional students in their first year of higher education
You got a pass, so what more do you want?’
Low income doesn't mean stupid and destined for failure
On Hearing the Voices of Educational Research
The past, present and future of widening participation research
Systemic Inequities in Identification and Representation of Black Youth with Gifts and Talents
Re‐Establishing the Social‐Class Order
Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities
Naturalistic inquiry
The teacher's soul and the terrors of performativity
Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading
Qualitative Quality
| Highly cited | No |
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