For decades, gifted education equity advocates have sought to ameliorate the field's longstanding issue of under-representation of students from historically marginalized communities. Little improvement has been realized in schools over this time (Peters, 2021). Recently, Novak (2022a) presented a GTCrit framework in a textbook primarily centered on race and directed towards gifted education practitioners and advocates. However, since critical frameworks have been largely lacking from gifted education research (Goings & Ford, 2018), and additional issues beyond race are present in the field, a broadening of Novak's (2022a) initially proposed framework may be beneficial in moving critical theories into research pertaining to gifted education. In this piece, I highlight the equity areas most relevant to the field of gifted education, review common themes across critical frameworks, and build upon Novak's ideas to present a revised conceptual framework that could be applied to both practical settings and research about gifted education.