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Lack of access to gifted education is prevalent, yet preventable for Black and Hispanic students. Years of data from the Office for Civil Rights and national reports reveal that deficit thinking, prejudice, and discrimination must be at work, thus compromising the educational experiences of gifted students of color. In this article, the authors share data on under-representation in the U.S., along with contributing factors and recommendations. They rail against both ignorance and indifference explanations, calling instead for accountability and deliberate efforts to desegregate gifted education with both excellence and equity as the driving force. We define equity as being fair, responsive, and impartial, especially for those who have the fewest resources and least advocacy, and who have experienced structural inequality due to historical exclusion. We hope readers will learn from the U.S. context and use that which is relevant for their nation's context.

Cultural dynamics in school may contribute to disaffiliation and inhibited academic performance among diverse student populations (Marx, 2008). We queried 16 special education students in a low-income, ethnically diverse English Language Learner-cluster middle school about their perceptions of the cultural dynamics at their school and the occurrence of culturally responsive practices. Although most students reported the occurrence of some culturally responsive practices, students overwhelmingly responded that their race and culture were not acknowledged by teachers. Students also indicated that their teachers rarely, if ever, gave information or taught about other cultures or races. The majority of students also believed that animosity and violence among racial groups were a problem at school. Implications of the study are discussed and suggestions are given for future research and practice. (Contains 2 tables.)

Using a two-phase content analysis approach, this study examined how education scholars have discussed the intersection of giftedness, race, and poverty in gifted academic journals from 2000 to 2015. Specifically, the authors explored the following questions: (a) What are the characteristics of studies published that explore the intersection of giftedness, poverty, and students of color? (b) How do scholars discuss and theorize about how to recruit and retain gifted students of color who come from families living in poverty? (c) In what ways do scholars discuss the intersection of race and poverty for gifted students of color? Findings indicated that while studies were focused on students of color, there was limited discussion about the impact of race and poverty on the recruitment and retention of gifted students of color who come from families living in poverty. Implications and future research are discussed.

The history of the denial of equal education opportunities to Black children is a long one, whether through racial segregation or overrepresentation in special education. No other group is as overreferred, overidentified, and overrepresented in special education as Black students, specifically Black males. The authors present an historical and legal overview of special education and critique in the 2015 report by Morgan, Farkas, Hillemeier, Mattison, Maczuga, Li, and Cook. Based on their analysis of limited criteria rather than comprehensive criteria, Morgan and colleagues claim that Blacks were not overrepresented in special education and that more should have been identified. This study created a swelter of discussion and debates that are not new but that the authors find to be biased, polemic, and deficit-oriented assertions. The potential impact of Morgan et al.'s work (arguments, findings, and conclusions) must be interrogated rather than discounted.

This article examines the underrepresentation of African American and Hispanic students in gifted education, proposing that social inequality, deficit thinking, and microaggressions contribute to the inequitable segregated programs. Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity. Underrepresentation is placed under the larger umbrella of achievement gaps and inequities in school settings with attention to de jure segregation. I argue that underrepresentation is beyond statistical chance and is a function of attitudes and beliefs grounded in deficit paradigms among those with power or social capital. Denying access to gifted education based on race is counterproductive and illegal and is discussed with "Brown v. Board of Education" as the legal background and a recent court case in gifted education ("McFadden v. Board of Education for Illinois School District U-46"). Recommendations for desegregating gifted education are provided.

As the "land of opportunity" and arguably the greatest country in the world, the United States continues to change--culturally, racially, and linguistically. Reports abound regarding the changing demographics of the country and its schools. Over a 2-decade span (1989-2009), the percentage of "minority" students in public schools (referring to Hispanic American, African American, Asian American, and Native American students) increased from 32% to 45%. This trend is expected to continue, with these 4 groups soon becoming the numerical majority nationally, as is the case already in many school districts.With these changes come growing pains. Special education often receives attention, including debates and litigation, regarding disproportionality or overrepresentation, particularly among African American students (especially males). This albatross has plagued the field for decades. This article presents an overview of demographics in schools and special education, discusses overrepresentation, and provides suggestions for much-needed changes now and in the future. It is guided by the primary question: What does the future hold for Black, Hispanic, and English language learners in special education? (Contains 2 tables and 1 figure.)

An issue of much concern, and under much scrutiny and debate, is the persistent and extensive under-representation of African American students in gifted education. A number of efforts have been proposed and implemented to improve their recruitment and retention, but to little or no avail Progress has been slow or non-existent in many cases. In this article, we propose that several theories and conceptual frameworks can guide educators and decision makers in gaining a better understanding of under-representation. In understanding the barriers to recruitment and retention through the lens of theories and frameworks. we can develop solutions that work. Nine theories and frameworks are presented. (Contains 2 tables and 2 figures.)

Students of color are often underrepresented in gifted education programs. While many educators have sought to reverse or redress this issue, little has changed over the years. In this article, it is proposed that teachers, particularly those working with elementary students, must pursue cultural competence in order to recognize the strengths and potential of culturally diverse students in a variety of learning contexts. Ultimately, teachers' new (and expanded) insights about their students can result in more culturally diverse students participating in gifted education programs. (Contains 4 endnotes.)

In this article, the authors share a story that, in part, represented both of their experiences teaching in higher education. As African American educators in predominantly White universities, they both find themselves facing, dealing with, and overcoming racism. These experiences shape their curriculum. They see their personal and professional responsibility as that of preparing future and current educators (e.g., teachers, counselors, administrators) to work effectively in culturally and racially diverse settings. They challenge educators to think or rethink gifted education curriculum. They urge educators to become self-reflective professionals who see the connection--direct connection--between their personal beliefs, attitudes, and values and their work in developing and implementing curriculum. They maintain that teaching is not only a social process--it is also a personal and cultural process. Who they are as individuals, who they are as cultural and racial beings, influences who they are as teachers/educators in the classroom, and these identities bear meaningfully on what students have had the opportunity to learn. Thus, they urge educators to see beyond their own worldview to consider teaching and learning through the eyes of their students, so many of whom are racially and culturally diverse. It is these students who they are failing disproportionately in their schools. In this regard, they offer the proposition that the achievement gap may be largely determined by a cultural and racial gap between teachers (the majority of whom are White) and their diverse students (Ford et al., 2004).

In public school systems all around the country, educators--teachers, counselors, and administrators--have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans) are not faring well in gifted education. The social and cultural obstacles (e.g., racial and ethnic prejudice, negative peer pressure, poor parental involvement, negative teacher and counselor expectations, etc.) that students of color, particularly African Americans, face in gifted education are well known. In order to improve African American student retention, it is clear that public school systems must do more. Recruitment is an important component for increasing the number of African American students in gifted education, but retention is equally important. Using multiple frameworks, this article examines the notion of retention and its many challenges and offers recommendations for improving the retention of African American students in gifted education. Putting the research to use: A litany of publications has focused on the persistent underrepresentation of African American students in gifted education programs. In response, school personnel (e.g., teachers, counselors, and administrators) have attempted to develop strategies to increase the representation of these students in gifted education programs. Efforts primarily target fining instruments and developing policies and procedures to recruit gifted African American students. Less often is there a focus on retaining diverse students in gifted programs once they have been recruited (that is, identified and placed). In this article, we extrapolate from the work of scholars and social scientists in higher education, many of whom bemoan the loss of diverse students who opt to withdraw from college, and draw implications for gifted education. Our thesis is that this underrepresentation problem will persist until educators more assertively focus on both the recruitment and retention of students of color. We argue, in other words, that recruitment is not enough to change the demographics of gifted education and otherwise increase access to these programs for African American students.

This article examines the root causes for the overrepresentation of African American students in special education classes and their under representation in gifted and talented programs in America's public schools. The article (a) provides a historic overview of the legal struggles for educational equity, (b) examines key issues surrounding the academic status of African American students, (c) discusses multicultural education as a remedy, and (d) recommends an appropriate course of action for educators and policy makers.

This article maintains that the underrepresentation of diverse students in gifted education programs is due to a "deficit perspective" about culturally diverse populations. Recommendations include identifying and serving underachievers and low socioeconomic-status students, providing educators and gifted students with multicultural education, and developing home-school partnerships. (Contains references.) (DB)

Identifies factors that inhibit the recruitment and retention of minority students in gifted education programs including screening and identification issues (definitions and instrumentation); educational issues (quality of students' education); and personnel issues (lack of teacher training in gifted and urban education, low teacher referral). (Author/DB)

Developments at the federal level affecting the legal and educational rights of gifted students are briefly examined, along with evidence supporting the need to establish special programs that are mandated and for which state schools are accountable. Eight challenges are presented and accompanied by recommendations regarding education for children who are gifted. (Author/SW)

Gifted education consistently comes under scrutiny and criticism regarding the persistent and pervasive underrepresentation of Black and Hispanic students in gifted education. Their underrepresentation is one of the most significant problems facing schools, along with the achievement gap and special education overrepresentation. It cannot be denied that racially segregated gifted education classes contribute to the national achievement gap. In this article, the author discusses solutions and recommendations for addressing this issue.

Black boys are overrepresented in special education (SPED) and underrepresented in gifted and talented education, Advanced Placement, and other opportunities for advanced learners. Conversely, they are overrepresented in SPED. In this article, we address the vicious cycle of deficit thinking and intelligence test inequities—the consequences and impact on Black males. The impact of high‐stakes testing and racial prejudice and discrimination is stark. We present an equity formula to guide readers in all roles in setting quantifiable equity goals. Recommendations are provided. [ABSTRACT FROM AUTHOR]

As early as preschool, Black boys face low and negative expectations that contribute to excessive subjective-based discipline, over-referrals by teachers to special education, and under-referrals by teachers to gifted education. An increasing body of research demonstrates that the predominantly White female teaching force is complicit in allowing deficit thinking to compromise their views of Black boys' languages, literacies, strengths, and cultural ways of being. We present an overview of these issues, with most attention devoted to gifted education, as it is a neglected topic when it comes to Black boys. We also share a formula for educators to adopt that sets minimum representation percentages in order to be equitable in gifted education for Black students in general and Black boys in particular. [ABSTRACT FROM AUTHOR]

Existing research on students with twice-exceptional abilities concentrates on strategies to improve the educational experiences of individuals who demonstrate the comorbid presence of a talent for high academic achievement (often considered a strength) and a disability (often considered a weakness). However, this body of work typically excludes the sociocultural context in which these abilities manifest and how the current deficit perspective of ability infringes upon an appropriate education for African-American students with twice-exceptional abilities. Using Hill Collins' (2008) Interlocking Systems of Oppression as a framework, we expound on the discourse about twice- exceptional abilities specific to African-American students with a focus on African-American males. We present a case study about the impact deficit perspectives have on identifying and supporting twice-exceptional abilities in African-American students. Recommendations are made to improve the conditions in which twice-exceptional abilities among African-Americans are identified and supported in schools. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including learning disabilities, special education and students with disabilities.

This article examines the under-representation of African American students in gifted education, with attention to how representation differs for Black males and females. We contend that social injustices (e.g., prejudice and discrimination) contribute to racially segregated gifted education classes (Ford, 2013b). For support, gifted under-representation trends are shared, accompanied by formulae for calculating under-representation and inequity associated with under-representation. Denying access to gifted education based on race is a violation of civil rights in education. We discuss the under-representation of Black males and females in gifted education with Brown vs. Board of Education (1954) as the legal foundation and then attend to a court case in gifted education (McFadden vs. Board of Education for Illinois School District U-46, 2013; 984 F.Supp.2d 882) for one contemporary point of discussion regarding gifted education segregation. Suggestions for desegregating gifted education are shared. [ABSTRACT FROM AUTHOR]

In virtually every school district nationally, Black students are underrepresented in gifted education programs, including advanced placement (AP) classes. This underrepresentation exists regardless of grade level and school type. Building on a previous publication, this article addresses a central question in gifted education: Why does underrepresentation among Black students persist in gifted education despite efforts to rectify the problem? The authors review factors affecting this stubborn and pervasive educational, social, and moral issue and outline recommendations for both the recruitment and retention of African American students in gifted education. The authors' major premise is that educators' deficit orientation about African American students has a direct and profound impact on these students' being able to gain admission to gifted programs. The authors contend that educators must move beyond a deficit orientation to that of dynamic thinking if underrepresentation is to be reduced; dynamic thinking recognizes the cultural assets—the strengths and promise—of African American students. Essentially, changing our thinking about differences among children from cultural backgrounds that are different from our own is one promising strategy for recruiting and retaining Black and other culturally diverse students in gifted education. [ABSTRACT FROM AUTHOR]

Predominately White institutions of higher education have focused a considerable amount of attention on the underrepresentation of African American and other ethnically diverse students in colleges and universities. To address this problem, colleges and universities have focused not just on recruitment but also on the retention of African American students in these predominately White institutions. They have recognized that efforts to address underrepresentation cannot be limited to recruitment efforts; they must also consider factors associated with retention in the underrepresentation equation. We contend that gifted education embodies many of the same attributes, challenges, and barriers that predominately White colleges and universities possess for African American students. We recognize that, in public school systems, educators—teachers, school counselors, and administrators—have made much progress in recruiting culturally diverse populations in gifted programs. Despite the efforts, too many African American students are not being retained in gifted education programs. Using Sedlacek's noncognitive variables (1987, 1989, 1991, 1994, 1996, 1998), we examine the notion of retention and its many implications for gifted education. Thus, we offer, using these variables, recommendations for improving the retention of African American students in gifted education. [ABSTRACT FROM AUTHOR]

Although there are federal protections for students with dis/abilities under the Individuals with Disabilities Education Act (IDEA) 1975, Black students with and without dis/abilities continue to be suspended and expelled at rates that exceed their peers. Still, there is limited research on how Black girls and Black boys are disciplined across suspension types, and based on their identification for special education services. The purpose of this article is to examine the overrepresentation of Black girls and Black boys with and without dis/abilities and to determine, using a quantifiable percentage, how the overrepresentation of Black students for in-school and out-of-school suspension can be eradicated. We use data from the U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection 2011-2012 to examine equity (justice and fairness) in disciplinary referrals using state-by-state and regional data. Using an equity formula, we analyzed national data to determine the magnitude of Black females' and Black males' overrepresentation in in-school and out-ofschool suspensions for students with and without dis/abilities. This study indicates that Black females with dis/abilities had the highest rate of overrepresentation in the Midwest in in-school and out-of-school suspension. In comparison, Black males experienced a greater representation in in-school suspension. Regardless of geographic area Black girls and Black boys are continuously being overrepresented in disciplinary punishments. To end the overrepresentation of Black girls and Black boys in in-school and out-of-school suspensions, schools and policy makers must collaborate with communities of color, eliminate teacher implicit and explicit racial biases, and discontinue racially punitive school policies. [ABSTRACT FROM AUTHOR]

This article presents an introduction to this issue of "Exceptional Children." The article explains that the issue focuses on diversity and related tensions in education. Articles in the issue examine historical, current, and future challenges to achieving equity in special education for diverse students, the preservice preparation for educators working with culturally diverse students, and studies on diversity in families.