Pub Date : 2022-11-08DOI: 10.1177/00169862221128299
P. Morgan, E. Hu, G. Farkas, M. Hillemeier, Yoonkyung Oh, Cecelia A. Gloski
We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that explained these disparities. About 13% to 16% of White students versus 3% to 4% of Black or Hispanic students displayed advanced science or mathematics achievement during kindergarten. The antecedent factor of family socioeconomic status and the propensity factors of student science, mathematics, and reading achievement by kindergarten consistently explained whether students displayed advanced science or mathematics achievement during first, second, third, fourth, or fifth grade. These and additional factors substantially or fully explained initially observed disparities between Black or Hispanic and White students in advanced science or mathematics achievement during elementary school. Economic and educational policies designed to increase racial and ethnic representation in STEM course taking, degree completion, and workforce participation may need to begin by elementary school.
{"title":"*Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School","authors":"P. Morgan, E. Hu, G. Farkas, M. Hillemeier, Yoonkyung Oh, Cecelia A. Gloski","doi":"10.1177/00169862221128299","DOIUrl":"https://doi.org/10.1177/00169862221128299","url":null,"abstract":"We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that explained these disparities. About 13% to 16% of White students versus 3% to 4% of Black or Hispanic students displayed advanced science or mathematics achievement during kindergarten. The antecedent factor of family socioeconomic status and the propensity factors of student science, mathematics, and reading achievement by kindergarten consistently explained whether students displayed advanced science or mathematics achievement during first, second, third, fourth, or fifth grade. These and additional factors substantially or fully explained initially observed disparities between Black or Hispanic and White students in advanced science or mathematics achievement during elementary school. Economic and educational policies designed to increase racial and ethnic representation in STEM course taking, degree completion, and workforce participation may need to begin by elementary school.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"19 1","pages":"151 - 172"},"PeriodicalIF":3.1,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84665291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1177/00169862221124887
S. Peters, T. Stambaugh, Matthew C. Makel, L. Lee, Matthew T. McBee, D. McCoach, Kiana R. Johnson
Debates over identification procedures for gifted and talented students dominate the field and serve as the topic of many of its internal and external debates. We believe this is due to a lack of commonly accepted criteria for how to evaluate identification procedures. In this article, we present the Cost, Alignment, Sensitivity, and Access (CASA) criteria, a framework to evaluate identification systems according to their cost, alignment to services, sensitivity, and access. We believe these criteria would facilitate more productive conversations over identification and continued growth and improvement for the field as a whole.
{"title":"The CASA Criteria for Evaluating Gifted and Talented Identification Systems: Cost, Alignment, Sensitivity, and Access","authors":"S. Peters, T. Stambaugh, Matthew C. Makel, L. Lee, Matthew T. McBee, D. McCoach, Kiana R. Johnson","doi":"10.1177/00169862221124887","DOIUrl":"https://doi.org/10.1177/00169862221124887","url":null,"abstract":"Debates over identification procedures for gifted and talented students dominate the field and serve as the topic of many of its internal and external debates. We believe this is due to a lack of commonly accepted criteria for how to evaluate identification procedures. In this article, we present the Cost, Alignment, Sensitivity, and Access (CASA) criteria, a framework to evaluate identification systems according to their cost, alignment to services, sensitivity, and access. We believe these criteria would facilitate more productive conversations over identification and continued growth and improvement for the field as a whole.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"59 1","pages":"137 - 150"},"PeriodicalIF":3.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85324698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-26DOI: 10.1177/00169862221119208
Yao Yang, Marcia Gentry
Little information exists concerning underrepresented students’ talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study investigated the talent development processes of five Black, seven Hispanic, and three Native American graduate students enrolled in STEM disciplines. All participants completed three individual, 1-hr interviews. Inductive thematic analysis revealed participants experienced challenges throughout their schooling, including chilly atmosphere in STEM disciplines, sense of loneliness, imposter syndrome, and pressure to prove themselves as capable. Despite these obstacles, participants benefited from academic rigor in STEM, gifted education programs, and extended support networks from families, friends, and mentors. Participants also developed a strong sense of responsibility for community service and social justice. Implications for research and practice are discussed.
{"title":"*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability","authors":"Yao Yang, Marcia Gentry","doi":"10.1177/00169862221119208","DOIUrl":"https://doi.org/10.1177/00169862221119208","url":null,"abstract":"Little information exists concerning underrepresented students’ talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study investigated the talent development processes of five Black, seven Hispanic, and three Native American graduate students enrolled in STEM disciplines. All participants completed three individual, 1-hr interviews. Inductive thematic analysis revealed participants experienced challenges throughout their schooling, including chilly atmosphere in STEM disciplines, sense of loneliness, imposter syndrome, and pressure to prove themselves as capable. Despite these obstacles, participants benefited from academic rigor in STEM, gifted education programs, and extended support networks from families, friends, and mentors. Participants also developed a strong sense of responsibility for community service and social justice. Implications for research and practice are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"232 1","pages":"110 - 136"},"PeriodicalIF":3.1,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72850180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-26DOI: 10.1177/00169862221119209
Janet Rocha, Brian Cabral, Erin Chen, Carlos Rodriguez, C. Yancy
Using a case study approach, we explored the science and math classroom experiences of urban high school students. Our purposeful sample included 11 high-achieving students (mostly minoritized students) who graduated from the same school and participated in an out-of-school science and medicine/health program. Using 35 semistructured interviews collected over 3 years, we focused on understanding the multiple contextual factors that contributed to the restructuring of students’ science experiences and reshaping of their science identity formation during high school. We expanded on Carlone and Johnson’s (2007) science identity model to propose an updated model for understanding students’ experiences within science, technology, engineering, mathematics, and medicine/health contexts. Our findings suggested that an integration of supports, resources, and opportunities lies at the core of what influences students’ science identities, which they revealed are inclusive of their science interest/passion, knowledge, participation, and achievements. Our study’s contribution is a unique perspective of the cultivation and sustainability of students’ science identities at the secondary level.
{"title":"Integrative Supports, Resources, and Opportunities—Exploring and Expanding Urban High School Students’ Science Identity: A Longitudinal Qualitative Study","authors":"Janet Rocha, Brian Cabral, Erin Chen, Carlos Rodriguez, C. Yancy","doi":"10.1177/00169862221119209","DOIUrl":"https://doi.org/10.1177/00169862221119209","url":null,"abstract":"Using a case study approach, we explored the science and math classroom experiences of urban high school students. Our purposeful sample included 11 high-achieving students (mostly minoritized students) who graduated from the same school and participated in an out-of-school science and medicine/health program. Using 35 semistructured interviews collected over 3 years, we focused on understanding the multiple contextual factors that contributed to the restructuring of students’ science experiences and reshaping of their science identity formation during high school. We expanded on Carlone and Johnson’s (2007) science identity model to propose an updated model for understanding students’ experiences within science, technology, engineering, mathematics, and medicine/health contexts. Our findings suggested that an integration of supports, resources, and opportunities lies at the core of what influences students’ science identities, which they revealed are inclusive of their science interest/passion, knowledge, participation, and achievements. Our study’s contribution is a unique perspective of the cultivation and sustainability of students’ science identities at the secondary level.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"33 1","pages":"44 - 63"},"PeriodicalIF":3.1,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82774892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1177/00169862221120418
Jodi L. Peebles, Sal Mendaglio, Michelle E. McCowan
There is a paucity of research on the day-to-day experiences of raising gifted children from the perspective of parents. This qualitative study aimed to delve deeply into the phenomenon by interviewing parents of elementary-age gifted children. We conducted 12 interviews with parents whose children attended gifted schools. The interview transcripts were analyzed using thematic analysis to identify key themes related to the experience of parenting gifted children. Themes identified included the parents’ description of a “child-driven” approach to parenting, experiencing social isolation due to a lack of understanding, and physical and emotional feelings of exhaustion. The findings are particularly important for parents of gifted children, and other professionals who would benefit from a better understanding of the day-to-day experience of raising gifted children.
{"title":"The Experience of Parenting Gifted Children: A Thematic Analysis of Interviews With Parents of Elementary-Age Children","authors":"Jodi L. Peebles, Sal Mendaglio, Michelle E. McCowan","doi":"10.1177/00169862221120418","DOIUrl":"https://doi.org/10.1177/00169862221120418","url":null,"abstract":"There is a paucity of research on the day-to-day experiences of raising gifted children from the perspective of parents. This qualitative study aimed to delve deeply into the phenomenon by interviewing parents of elementary-age gifted children. We conducted 12 interviews with parents whose children attended gifted schools. The interview transcripts were analyzed using thematic analysis to identify key themes related to the experience of parenting gifted children. Themes identified included the parents’ description of a “child-driven” approach to parenting, experiencing social isolation due to a lack of understanding, and physical and emotional feelings of exhaustion. The findings are particularly important for parents of gifted children, and other professionals who would benefit from a better understanding of the day-to-day experience of raising gifted children.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"31 1","pages":"18 - 27"},"PeriodicalIF":3.1,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81876598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-12DOI: 10.1177/00169862221118558
M. Breit, Julian Preuß, Vsevolod Scherrer, Tobias Moors, F. Preckel
The threshold hypothesis and the necessary-but-not-sufficient hypothesis represent popular views on the relationship between intelligence and creativity. However, most studies investigating these hypotheses used suboptimal or even inappropriate statistical methods, calling into question the robustness of the available evidence. The ability differentiation hypothesis presents a third theoretical view on the relationship, but ability differentiation studies including creativity measures are scarce. In this study, the relationship between fluid intelligence as a core element of intelligence and divergent thinking as an important indicator of creativity was investigated in two large samples of secondary school students in Germany (N = 1,328, Mage = 14.47; N = 524, Mage = 13.77). Four different statistical approaches were applied (i.e., test for heteroscedasticity, segmented regression analysis, local structural equation modeling, and necessary-but-not-sufficient condition analysis). The results did not support the threshold hypothesis or a nonlinear relationship as predicted by ability differentiation hypothesis and only partially supported the necessary-but-not-sufficient hypothesis.
{"title":"*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students","authors":"M. Breit, Julian Preuß, Vsevolod Scherrer, Tobias Moors, F. Preckel","doi":"10.1177/00169862221118558","DOIUrl":"https://doi.org/10.1177/00169862221118558","url":null,"abstract":"The threshold hypothesis and the necessary-but-not-sufficient hypothesis represent popular views on the relationship between intelligence and creativity. However, most studies investigating these hypotheses used suboptimal or even inappropriate statistical methods, calling into question the robustness of the available evidence. The ability differentiation hypothesis presents a third theoretical view on the relationship, but ability differentiation studies including creativity measures are scarce. In this study, the relationship between fluid intelligence as a core element of intelligence and divergent thinking as an important indicator of creativity was investigated in two large samples of secondary school students in Germany (N = 1,328, Mage = 14.47; N = 524, Mage = 13.77). Four different statistical approaches were applied (i.e., test for heteroscedasticity, segmented regression analysis, local structural equation modeling, and necessary-but-not-sufficient condition analysis). The results did not support the threshold hypothesis or a nonlinear relationship as predicted by ability differentiation hypothesis and only partially supported the necessary-but-not-sufficient hypothesis.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"451 1","pages":"95 - 109"},"PeriodicalIF":3.1,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86860194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-30DOI: 10.1177/00169862221116636
Christen Priddie, R. Renbarger
This methodological brief introduces researchers to QuantCrit, a set of tenets complementary to critical race theory, to specifically reexamine how race and racism are analyzed through quantitative methodologies. We outline the tenets of QuantCrit, review recent quantitative research in gifted education for examples aligned with QuantCrit tenets, and provide recommendations for researchers.
{"title":"Connecting QuantCrit to Gifted Education Research: An Introduction","authors":"Christen Priddie, R. Renbarger","doi":"10.1177/00169862221116636","DOIUrl":"https://doi.org/10.1177/00169862221116636","url":null,"abstract":"This methodological brief introduces researchers to QuantCrit, a set of tenets complementary to critical race theory, to specifically reexamine how race and racism are analyzed through quantitative methodologies. We outline the tenets of QuantCrit, review recent quantitative research in gifted education for examples aligned with QuantCrit tenets, and provide recommendations for researchers.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"52 1","pages":"80 - 89"},"PeriodicalIF":3.1,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84381465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1177/00169862221110875
Furkan Atmaca, Baloglu
We compared the Wechsler scores of individuals with twice-exceptionality (2e) and giftedness using a three-level Bayesian meta-analysis. Ninety-five effect sizes were calculated from 15 studies (n = 2,106). Results show that individuals with 2e who have learning disabilities perform lower than individuals with giftedness in Full-Scale Intelligence Quotient (FSIQ; g = −0.62), working memory (g = −0.79), and processing speed (g = −0.75). Individuals with 2e who have attention-deficit/hyperactivity disorder have a distinct profile in which only processing speed differs from individuals with giftedness (g = −0.55). Results suggest that using a single Intelligence Quotient (IQ) score in the identification process will be misleading. Moreover, IQ may mask the strengths or weaknesses of individuals with 2e.
{"title":"The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality","authors":"Furkan Atmaca, Baloglu","doi":"10.1177/00169862221110875","DOIUrl":"https://doi.org/10.1177/00169862221110875","url":null,"abstract":"We compared the Wechsler scores of individuals with twice-exceptionality (2e) and giftedness using a three-level Bayesian meta-analysis. Ninety-five effect sizes were calculated from 15 studies (n = 2,106). Results show that individuals with 2e who have learning disabilities perform lower than individuals with giftedness in Full-Scale Intelligence Quotient (FSIQ; g = −0.62), working memory (g = −0.79), and processing speed (g = −0.75). Individuals with 2e who have attention-deficit/hyperactivity disorder have a distinct profile in which only processing speed differs from individuals with giftedness (g = −0.55). Results suggest that using a single Intelligence Quotient (IQ) score in the identification process will be misleading. Moreover, IQ may mask the strengths or weaknesses of individuals with 2e.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"21 1","pages":"277 - 295"},"PeriodicalIF":3.1,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76509038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-16DOI: 10.1177/00169862221104026
Jessika Golle, T. Schils, L. Borghans, Norman Rose
Teachers play important roles in identifying and promoting gifted students. An open question is: Which student characteristics do teachers use to evaluate whether a student is gifted or not? We used data from a representative sample of Dutch primary school teachers (N = 1,304) who were asked whether or not they thought the students (N = 26,720) in their class were gifted. We investigated students’ cognitive and noncognitive attributes as well as demographic factors that might be relevant for this judgment. In sum, the findings revealed that teachers considered students to be gifted when, in comparison with their peers, students were superior in cognitive domains, especially with respect to academic achievement, scored higher on openness to experience and lower on agreeableness, were male, were younger, and came from families with higher parental education. These findings are discussed in relation to research on teacher nominations, teachers’ representations of giftedness and gifted students, and theoretical conceptions of giftedness.
{"title":"Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study","authors":"Jessika Golle, T. Schils, L. Borghans, Norman Rose","doi":"10.1177/00169862221104026","DOIUrl":"https://doi.org/10.1177/00169862221104026","url":null,"abstract":"Teachers play important roles in identifying and promoting gifted students. An open question is: Which student characteristics do teachers use to evaluate whether a student is gifted or not? We used data from a representative sample of Dutch primary school teachers (N = 1,304) who were asked whether or not they thought the students (N = 26,720) in their class were gifted. We investigated students’ cognitive and noncognitive attributes as well as demographic factors that might be relevant for this judgment. In sum, the findings revealed that teachers considered students to be gifted when, in comparison with their peers, students were superior in cognitive domains, especially with respect to academic achievement, scored higher on openness to experience and lower on agreeableness, were male, were younger, and came from families with higher parental education. These findings are discussed in relation to research on teacher nominations, teachers’ representations of giftedness and gifted students, and theoretical conceptions of giftedness.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"29 1","pages":"64 - 79"},"PeriodicalIF":3.1,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86230489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-15DOI: 10.1177/00169862221113348
Jae Yup Jung
{"title":"Miraca U. M. Gross: June 30, 1944, to January 28, 2022","authors":"Jae Yup Jung","doi":"10.1177/00169862221113348","DOIUrl":"https://doi.org/10.1177/00169862221113348","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"28 1","pages":"330 - 331"},"PeriodicalIF":3.1,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83524806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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