Equity
Resources for closing the excellence gap and promoting equitable programming for all students with potential, gifts, and talents.
Hoagies: Multi-cultural Gifted Learners
Hoagies: Specialized Populations/Gender Issues in Gifted
The evidence base for advanced learning programs - kappanonline.org
Gifted Education Done Right Benefits
The Racial-Justice War On Merit-Based Schools: It's an Injustice Against Excellence, Critics Say
Eliminating Gifted Programs Increases Inequality — Gifted Development Center
Is There A Gifted Gap?
Oklahoma's Identification Of Gifted Native Students Could Serve As A National Model
Academic Acceleration Has No Negative Long-Term Effects on the Psychological Well-Being of Gifted Youth
A Commentary on the December/January Issue: The Real Problem is the Very Idea of “Giftedness”
Access and Equity Denied: Key Theories for School Psychologists to Consider When Assessing Black and Hispanic Students for Gifted Education (PDF)
Multicultural Issues
America's Gifted Education Programs have a Race Problem - Can it be Fixed?
Equity and Excellence: Proactive Efforts in the Identification of Underrepresented Students for Gifted and Talented
Nurturing Gifted African American Children
Teacher's Race May Contribute to the Gifted-and-Talented Gap Between White and Black Students
How to Increase Access to Gifted Programs for Low-Income and Black and Latino children
Why Are There So Few Students of Color in Gifted Education?
WHERE ARE GIFTED STUDENTS OF COLOR?
Reframe the Problem as a Challenge to Find Ways to Expand Gifted Education Services
NYC DOE: To Curb Racial Segregation, Brooklyn School Axes Gifted Track
A Strategy for Overcoming Equity Issues in Gifted Programs
Gifted Education
NAGC Statement on Social Justice
Books for Children on Social Justice
How a School District Proved Gifted Programs Can Be Racially Diverse
https://hechingerreport.org/an-illinois-district-proved-gifted-programs-can-be-racially-diverse
Hoagies: Specialized Populations/Gender Issues in Gifted
The evidence base for advanced learning programs - kappanonline.org
Gifted Education Done Right Benefits
The Racial-Justice War On Merit-Based Schools: It's an Injustice Against Excellence, Critics Say
Eliminating Gifted Programs Increases Inequality — Gifted Development Center
Is There A Gifted Gap?
Oklahoma's Identification Of Gifted Native Students Could Serve As A National Model
Academic Acceleration Has No Negative Long-Term Effects on the Psychological Well-Being of Gifted Youth
A Commentary on the December/January Issue: The Real Problem is the Very Idea of “Giftedness”
Access and Equity Denied: Key Theories for School Psychologists to Consider When Assessing Black and Hispanic Students for Gifted Education (PDF)
Multicultural Issues
America's Gifted Education Programs have a Race Problem - Can it be Fixed?
Equity and Excellence: Proactive Efforts in the Identification of Underrepresented Students for Gifted and Talented
Nurturing Gifted African American Children
Teacher's Race May Contribute to the Gifted-and-Talented Gap Between White and Black Students
How to Increase Access to Gifted Programs for Low-Income and Black and Latino children
Why Are There So Few Students of Color in Gifted Education?
WHERE ARE GIFTED STUDENTS OF COLOR?
Reframe the Problem as a Challenge to Find Ways to Expand Gifted Education Services
NYC DOE: To Curb Racial Segregation, Brooklyn School Axes Gifted Track
A Strategy for Overcoming Equity Issues in Gifted Programs
Gifted Education
NAGC Statement on Social Justice
Books for Children on Social Justice
How a School District Proved Gifted Programs Can Be Racially Diverse
https://hechingerreport.org/an-illinois-district-proved-gifted-programs-can-be-racially-diverse
"Who did this for you?”
At first glance, this question appears innocent. For example, if a person asks this question, “I need to paint my house; who did this for you?” you would answer without hesitation.
However, when the question challenges a person’s intellectual competence, the same question may take on nefarious qualities. For example, if a person asks this question, “Who did this for you?” it could imply that you couldn’t do it for yourself. It belittles your work.
In this thought-provoking presentation, WHO DID THIS FOR YOU?, (recorded at WATG’s 2020 Virtual Conference), Dr. Gloria Ladson-Billings asks us to question our underlying assumptions about talent, identification, and resource allocation. Most importantly, she asks us to check ourselves, and ask ourselves, “Are we asking the right questions?”
Our words matter.
Maria Katsoras-Molzahn and Justice for All Task Force
At first glance, this question appears innocent. For example, if a person asks this question, “I need to paint my house; who did this for you?” you would answer without hesitation.
However, when the question challenges a person’s intellectual competence, the same question may take on nefarious qualities. For example, if a person asks this question, “Who did this for you?” it could imply that you couldn’t do it for yourself. It belittles your work.
In this thought-provoking presentation, WHO DID THIS FOR YOU?, (recorded at WATG’s 2020 Virtual Conference), Dr. Gloria Ladson-Billings asks us to question our underlying assumptions about talent, identification, and resource allocation. Most importantly, she asks us to check ourselves, and ask ourselves, “Are we asking the right questions?”
Our words matter.
Maria Katsoras-Molzahn and Justice for All Task Force
Have a resource to add to this page? Please let us know! Contact watg@watg.org
