ABSTRACT

This article describes district-wide cultural proficiency efforts and how they affected the policies and practices of identifying and serving culturally, linguistically, and economically diverse (CLED) student populations in gifted education. Data were taken from a larger study and included interviews, focus groups, and observations of the district’s gifted identification practices. Data analysis using a culturally relevant leadership (CRL) framework revealed three major findings that emphasized the importance of district advocacy, communication pathways, and conceptions of giftedness. The findings further equity in gifted education for historically marginalized students.

摘要

本文介绍了全区范围的文化熟练度工作，以及它们如何影响识别和服务于有才华的文化，语言和经济上多样化的（CLED）学生群体的政策和实践。数据来自一项较大的研究，包括访谈，焦点小组和对该地区有天赋的身份识别做法的观察。使用具有文化相关性的领导者（CRL）框架进行的数据分析显示了三个主要发现，这些发现强调了地区倡导，沟通途径和天赋观念的重要性。研究结果进一步提高了在历史上处于边缘地位的学生在资优教育中的公平性。