An Implementation of Culturally Responsive Protective Factors to Meet the Needs of Girls of Color in Gifted and Talented Education

Abstract

This article presents an overview of factors that contribute to the inequitable underrepresentation of girls of color in gifted and talented with an emphasis on Blacks since they are most frequently absent. After presenting this national context, the authors present Ford’s Female Achievement Model for Excellence as a gendered and racial culturally responsive resource for effectively addressing the intersectional needs and development of students who are female and gifted and talented.