K–12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and in K–12 schools. The purpose of this article is to outline why such inequity exists and why common efforts to combat it have been unsuccessful. In the end, poorly designed identification systems combined with larger issues of societal inequality and systemic, institutionalized racism are the most likely culprits. I end the article with a hierarchy of actions that could be taken—from low-hanging fruit to major societal changes—in order to combat inequity in gifted education and move the field forward.

自成立以来，K-12资优人才项目就一直在与种族，族裔，社会经济，母语和残障不平等现象作斗争。至少从1970年代开始，这种不平等现象在公立学校就得到了充分的证明，尽管在会议，学术期刊和K-12学校中受到了广泛关注，但这种顽固性仍然顽固存在。本文的目的是概述为什么存在这种不平等，以及为克服这种不平等所做的共同努力为何不成功。最后，最有可能的罪魁祸首是识别系统设计不当，再加上社会不平等和系统化的制度化种族主义等更大的问题。在本文结尾处，我将采取一系列行动，从悬而未决的成果到重大的社会变革，以打击资优教育中的不公平现象并推动这一领域的发展。