出版社：International Research Association for Talent Development and Excellence (IRATDE)
摘要：The equity issue with regard to the underrepresentation of socioeconomically and ethnically disadvantaged students in gifted education has its source in judgments of unfair identification practices. After describing that issue and its factual basis, I show: (a) that an often overlooked statistical phenomenon exacerbates the disproportions; (b) that similar and even much larger disproportions exist in and outside general education without any advocacy group bringing out accusations of unfair access rules; and (c) that the source of our field’s equity issue resides in the fact that most current gifted programs have little to do with “real” academic talent development, inspired by a meritocratic ideology. Using basic definitions from my Differentiated Model of Giftedness and Talent (DMGT), as well as a detailed definition of the talent development process, I argue that if most gifted programs were reoriented to follow the DMGT’s Academic Talent Development (ATD) model, the equity issue would lose its relevance.
