Gifted education advances school integration and equity
Bibliographic Data
| ID | 21370011 |
|---|---|
| Authors | Susan J Peters (0000-0003-2459-3384), Scott J Peters, Matthew C Makel (0000-0002-3837-0088), James S Carter |
| Year | 2023 |
| Volume | 105 |
| Issue | 3 |
| Pages | 50-54 |
| Publication date | 2023-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00317217231212012 |
| OpenAlex | W4388043863 |
| Language | EN |
| References cited | 13 |
Gifted and talented services have a long and tainted history. Since their inception, they have not served a student population that mirrored the racial, ethnic, or socioeconomic diversity of the nation as a whole. But this need not be the case. Contemporary approaches to gifted education can advance the goals of equity and school integration. In short, they can be a means through which schools serve a more diverse student population. This is possible by mandating access to gifted services in all schools, making sure all students are universally screened for eligibility, and using within-building comparisons to determine eligibility. Scott J. Peters, Matthew C. Makel, and James S. Carter III outline this perspective and explain why it would be effective at mitigating school segregation and popular among a broad range of constituencies
Academic achievement · Cultural diversity · Diversity (politics) · Economic growth · Economics · Educational Equity · Equity (law) · Ethnic group · Gifted education · Pedagogy · Perspective (graphical) · Political science · Population · Public relations · Socioeconomic status · Sociology · Special education · Demography · Diverse Education Studies and Reforms · Law · Parental Involvement in Education · Psychology · School Choice and Performance
| Citation velocity | historical |
|---|---|
| Highly cited | No |