Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.

中文翻译：

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资优教育中的文化相关领导力：系统文献综述

研究人员一直指出教师不足的观点、对政策和实践的不公平认同以及对资源的不同获取，来解释全国天才课程中传统上服务不足的学习者的缺乏。文化相关的领导力是通过地区和学校层面的系统教育改革来解决这个问题的一种方法。本文的目的是对有关美国文化、语言和经济多元化 (CLED) K-12 学生天才教育中的领导力、系统改革以及识别和服务的文献进行系统回顾。从这些文献中，我们通过五个主题报告了我们迄今为止对系统性地区改革的了解以及他们对天才教育中少数群体的考虑：系统性偏见；公平和卓越；赤字思维；招聘实践、培训和专业发展；以及家长和社区网络。然后，我们反思包括 CLED 学生在内的公平系统改革努力的潜力。