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…

This article focuses on the achievement gap, with attention devoted to underachievement and low achievement among African American males in urban school contexts. More specifically, the article explains problems and issues facing or confronting these Black male students in urban education settings. A central part of this discussion is grounded in…

Gifted education has faced numerous criticisms regarding the extensive and persistent underrepresentation of Black and Hispanic students. In the April 2013 issue of "Gifted Child Today," this author wrote about prejudice and discrimination in gifted education, and argued that in the past and now, discrimination exists in gifted education…

This article examines the under-representation of Black students in gifted education, asserting that social inequalities (e.g., prejudice and discrimination) contribute to segregated gifted education programs. Under-representation trends are presented for gifted education, along with methods for calculating under-representation and then inequity…

This article examines the under-representation of African American students in gifted education, with attention to how representation differs for Black males and females. We contend that social injustices (e.g., prejudice and discrimination) contribute to racially segregated gifted education classes (Ford, 2013b). For support, gifted…

An issue of much concern, and under much scrutiny and debate, is the persistent and extensive under-representation of African American students in gifted education. A number of efforts have been proposed and implemented to improve their recruitment and retention, but to little or no avail Progress has been slow or non-existent in many cases. In…

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…

Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and…

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…

We are fond of stating that "what is valued and viewed as gifted in one culture may not be considered gifted in another culture." This assertion appears in gifted education textbooks and in the writings of several scholars. However, beyond stating this assertion and providing a few examples to support it, scholars in gifted education, ourselves…

Nondiscriminatory assessment practices have been proposed as a model of assessment for individuals of diverse cultures who are suspected as having a disability. This paper presents the use of nondiscriminatory assessment practices in evaluating students of diverse cultures who may be identified as gifted. Principles and guidelines for…

In public school systems all around the country, educators--teachers, counselors, and administrators--have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans)…

While Robinson argues that we are sacrificing the needs of gifted students--"we are punishing the innocent for the sins of a society that has been unable to conquer these problems" (p. 251)--I propose a different argument: We are punishing diverse students, also innocent victims, for the sins of a society and an educational system that have not…

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…