Pub Date : 2022-07-14DOI: 10.1177/00169862221106463
Peter Boedeker, K. Lamb, Todd Kettler
Gifted education programs identify students with exceptional ability or potential and provide specialized educational interventions to develop general academic and domain-specific talent. Research and legal actions have found access to gifted education riddled with inequity. Indicators of inequity in selection practices based on disproportionality have been developed in the context of employment and gifted education; however, these indicators have not been compared side by side. We evaluate combinations of disproportionality-based metrics and thresholds on their ability to flag for inequity those selection practices that are indeed inequitable while not flagging for inequity those that are not. Specifically, the risk ratio and a generalized form of the Inequity Allowance Formula/Inequity Index, called here the inequity allowance ratio, are evaluated with thresholds between 0.1 and 0.9. We evaluate false-positive rates and true-positive rates when equity or inequity in selection practices exists. Furthermore, we explore the effect of program selectivity on the performance of these indicators. Ultimately, we find that recommendations regarding which disproportionality-based metric and threshold to use depends on factors that we cannot know, including the distribution of qualification of students and the quantifiable selectivity of a program. Therefore, the use of a disproportionality-based indicator when evaluating programs for potential inequity is not recommended.
{"title":"Simulation Evaluating Disproportionality-Based Indicators of Inequitable Selection Practices Into Advanced Academic Programming","authors":"Peter Boedeker, K. Lamb, Todd Kettler","doi":"10.1177/00169862221106463","DOIUrl":"https://doi.org/10.1177/00169862221106463","url":null,"abstract":"Gifted education programs identify students with exceptional ability or potential and provide specialized educational interventions to develop general academic and domain-specific talent. Research and legal actions have found access to gifted education riddled with inequity. Indicators of inequity in selection practices based on disproportionality have been developed in the context of employment and gifted education; however, these indicators have not been compared side by side. We evaluate combinations of disproportionality-based metrics and thresholds on their ability to flag for inequity those selection practices that are indeed inequitable while not flagging for inequity those that are not. Specifically, the risk ratio and a generalized form of the Inequity Allowance Formula/Inequity Index, called here the inequity allowance ratio, are evaluated with thresholds between 0.1 and 0.9. We evaluate false-positive rates and true-positive rates when equity or inequity in selection practices exists. Furthermore, we explore the effect of program selectivity on the performance of these indicators. Ultimately, we find that recommendations regarding which disproportionality-based metric and threshold to use depends on factors that we cannot know, including the distribution of qualification of students and the quantifiable selectivity of a program. Therefore, the use of a disproportionality-based indicator when evaluating programs for potential inequity is not recommended.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"331 1","pages":"316 - 329"},"PeriodicalIF":3.1,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77589546","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 : 2022-07-01DOI: 10.1177/00169862221084238
Michiel Boncquet, J. Lavrijsen, M. Vansteenkiste, K. Verschueren, B. Soenens
Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students’ beliefs about intelligence and effort. Also, we examined the role of parental antecedents on students’ beliefs. Participants were 3,329 seventh-grade students and their parents. Only being labeled as gifted was related to adopting a fixed mind-set. Regarding parental antecedents, parents’ intelligence and effort beliefs were related to students’ corresponding beliefs. Furthermore, parental feedback was associated with students’ beliefs, which was most pronounced when student-reports of feedback were used. In particular, person-oriented feedback related positively to a fixed mind-set and negatively to students’ appreciation of the role of effort in academic performance, while process-oriented feedback showed the opposite pattern. Theoretical and practical implications are discussed.
{"title":"“You Are so Smart!”: The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets","authors":"Michiel Boncquet, J. Lavrijsen, M. Vansteenkiste, K. Verschueren, B. Soenens","doi":"10.1177/00169862221084238","DOIUrl":"https://doi.org/10.1177/00169862221084238","url":null,"abstract":"Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students’ beliefs about intelligence and effort. Also, we examined the role of parental antecedents on students’ beliefs. Participants were 3,329 seventh-grade students and their parents. Only being labeled as gifted was related to adopting a fixed mind-set. Regarding parental antecedents, parents’ intelligence and effort beliefs were related to students’ corresponding beliefs. Furthermore, parental feedback was associated with students’ beliefs, which was most pronounced when student-reports of feedback were used. In particular, person-oriented feedback related positively to a fixed mind-set and negatively to students’ appreciation of the role of effort in academic performance, while process-oriented feedback showed the opposite pattern. Theoretical and practical implications are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"302 ","pages":"220 - 237"},"PeriodicalIF":3.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72422308","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 : 2022-06-29DOI: 10.1177/00169862221107862
Sakhavat Mammadov, T. Ward
Personality plays a powerful role in predicting how individuals react to life events and evaluate their overall well-being. Similarly, implicit beliefs of ability determine the ways individuals react to experiences of success and failure. The present article reports the findings from two studies on the relationships between personality, implicit theories of ability, and subjective well-being among high-ability university students. Study 1 employed a variable-centered approach to examine well-being in relation to individual differences in Big Five personality traits and implicit theories. Study 2 moved beyond a variable-oriented focus to explore personality profiles among another (but similar) sample of high-ability adolescents through a person-centered analytic approach and identify associations of the emerging profiles with well-being and implicit theories. Findings were discussed in light of replicable personality prototypes and in relationship to previous research with high-ability students.
{"title":"Exploring the Relations Between Personality, Implicit Theories, and Subjective Well-Being Among High-Ability Undergraduate Students","authors":"Sakhavat Mammadov, T. Ward","doi":"10.1177/00169862221107862","DOIUrl":"https://doi.org/10.1177/00169862221107862","url":null,"abstract":"Personality plays a powerful role in predicting how individuals react to life events and evaluate their overall well-being. Similarly, implicit beliefs of ability determine the ways individuals react to experiences of success and failure. The present article reports the findings from two studies on the relationships between personality, implicit theories of ability, and subjective well-being among high-ability university students. Study 1 employed a variable-centered approach to examine well-being in relation to individual differences in Big Five personality traits and implicit theories. Study 2 moved beyond a variable-oriented focus to explore personality profiles among another (but similar) sample of high-ability adolescents through a person-centered analytic approach and identify associations of the emerging profiles with well-being and implicit theories. Findings were discussed in light of replicable personality prototypes and in relationship to previous research with high-ability students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"89 1","pages":"28 - 43"},"PeriodicalIF":3.1,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78361445","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 : 2022-02-09DOI: 10.1177/00169862221076403
Jaret Hodges, M. Simonsen, Jessica K. Ottwein
Social media continues to be an ever-present part of people’s lives. One of the largest social media websites, Reddit has more than 430 million unique visitors monthly. What is unknown to scholars is how gifted education fits into this modern form of communication. In our research, we examined how gifted education is discussed over Reddit using text mining in combination with sentiment analysis. In addition, our research conditioned sentiment on variables such as self-disclosure, interest, and controversy. We found that, overall, discussion of giftedness was neutral in terms of sentiment and used common language across subreddits. We also found that the language used and distribution of sentiment were similar between self-disclosures and non-self-disclosures.
{"title":"Gifted Education on Reddit: A Social Media Sentiment Analysis","authors":"Jaret Hodges, M. Simonsen, Jessica K. Ottwein","doi":"10.1177/00169862221076403","DOIUrl":"https://doi.org/10.1177/00169862221076403","url":null,"abstract":"Social media continues to be an ever-present part of people’s lives. One of the largest social media websites, Reddit has more than 430 million unique visitors monthly. What is unknown to scholars is how gifted education fits into this modern form of communication. In our research, we examined how gifted education is discussed over Reddit using text mining in combination with sentiment analysis. In addition, our research conditioned sentiment on variables such as self-disclosure, interest, and controversy. We found that, overall, discussion of giftedness was neutral in terms of sentiment and used common language across subreddits. We also found that the language used and distribution of sentiment were similar between self-disclosures and non-self-disclosures.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"67 7 1","pages":"296 - 315"},"PeriodicalIF":3.1,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80965436","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 : 2022-01-03DOI: 10.1177/00169862211037953
Gilman W. Whiting
{"title":"The Joys of Skittles and Smores","authors":"Gilman W. Whiting","doi":"10.1177/00169862211037953","DOIUrl":"https://doi.org/10.1177/00169862211037953","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"87 1","pages":"132 - 133"},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77570181","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 : 2022-01-03DOI: 10.1177/00169862211037954
Hope E. Wilson
{"title":"Resolving the Conflict in Gifted Education: The Missing Piece in Discussions of Inequity of Identification, Service, and Achievement for Advanced Learners","authors":"Hope E. Wilson","doi":"10.1177/00169862211037954","DOIUrl":"https://doi.org/10.1177/00169862211037954","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"157 1","pages":"134 - 135"},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77937757","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 : 2022-01-03DOI: 10.1177/00169862211039542
T. Greenspon
{"title":"Ending the Silence of Friends: Comment on Scott Peters’ “The Challenges of Achieving Equity Within Public School Gifted and Talented Programs”","authors":"T. Greenspon","doi":"10.1177/00169862211039542","DOIUrl":"https://doi.org/10.1177/00169862211039542","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"27 1","pages":"124 - 125"},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75587866","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 : 2022-01-03DOI: 10.1177/00169862211038610
La’Tonya Frazier-Goatley, J. Adelson, Kate E. Snyder
{"title":"Using a Multi-Systems Approach: Early Intervention, Changing Mindsets, Learning Opportunities, and Meaningful Data","authors":"La’Tonya Frazier-Goatley, J. Adelson, Kate E. Snyder","doi":"10.1177/00169862211038610","DOIUrl":"https://doi.org/10.1177/00169862211038610","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"63 1","pages":"116 - 118"},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74129806","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 : 2022-01-03DOI: 10.1177/00169862211039543
J. Lakin, Jonathan Wai
{"title":"Developing Student Aptitudes as an Important Goal of Education","authors":"J. Lakin, Jonathan Wai","doi":"10.1177/00169862211039543","DOIUrl":"https://doi.org/10.1177/00169862211039543","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"2015 1","pages":"95 - 97"},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73644943","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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