Identification for gifted and talented services is governed by state and local policies. Inclusive, student-centered policies can support equity and excellence by ensuring that all students have access to appropriate levels of academic challenge. Gifted programming standards, evidence-based interventions, and emerging strategies can provide guidance for the creation of strong identification policies and for the revision of policies that do not adequately support equitable access, program alignment, and the proportional representation of students from culturally, linguistically, and economically diverse backgrounds. Some critical points to consider when creating identification policies for advanced learning programs include providing opportunities to learn, expanding access to advanced programming, embedding retention supports, ensuring flexibility to account for local needs, maintaining an emphasis on excellence, and inviting input from families and community members.
This article describes methods for operationalizing the concept of interdisciplinarity. The methods respond to the characteristics of giftedness and strategies of differentiation. In selecting and using an interdisciplinary strategy, educators need to consider the compatibility of the purpose or objective of interdisciplinarity to the curriculum and/or instructional objective or goal, readiness of learners, availability of resources, and allocation of time for teaching and learning. Moreover, teachers and students need to value open-ended learning and the value of inquiry.
The authors explore the historical context and how it affects gifted students’ psychological and physical well-being. Using Bronfenbrenner’s systems approach, the authors examine events from 1999 to 2022 and how they may have influenced this generation of students. The authors close with ways of dealing with these changes by increasing an ethic of care for one another, dealing with the changes in our times with innovation and creative solutions, and focusing on ways to create a secure world for children that puts care for their positive well-being first.
Given the need to increase Black males' participation in science, technology, engineering and mathematics (STEM), this study employed a multiple case studies approach to investigate the perceptions of identity to STEM possibilities of Black males who participated in advanced placement and math and science courses. A conceptual framework of self-efficacy and science identity was utilized to examine their perceptions. Three themes that emerged from data analysis included the following: Establishing the Possibilities of a STEM Identity, Self-Efficacy: Conflicting Self-Identity Formation, and Community Support Integral to Positive Self-Identity. The authors offer three recommendations for practitioners to cultivate Black males' STEM identity and, subsequently, STEM possibilities in the future.
Despite greater emphasis on college and career readiness in PK-12 education, gifted Black males with disabilities still encounter various barriers in making successful transitions to postsecondary educational opportunities. These barriers include negative educational experiences, deficit ideologies, and limited opportunities for positive identity development, which all, in turn, impact their college and career readiness. Provided these experiences, it is imperative that educational stakeholders, including school counselors and school psychologists, work together to address systemic barriers while utilizing mentorship and peer support to foster positive college and career readiness.
