An Alienated Population; Societal Issues And Educational Neglect In The Field Of Gifted Education, A Narrative Literature Review

The purpose of this narrative literature review is to explore societal issues and educational neglect in gifted education, focusing particularly on the underrepresentation of African American and Hispanic students. Through a comprehensive analysis of 36 peer-reviewed sources, the study reveals systemic inequities which leads to a creation of different themes stemming from racial and linguistic biases, imprecise definitions of giftedness, and the lack of teacher diversity, which collectively hinder equitable access to gifted programs. The findings magnify the urgent need for reform in identification process and procedures where the impact of having imprecise definitions and a lack of teacher diversity influences the underrepresentation of marginalized populations for gifted programs. Through this research a call for culturally responsive teaching practices to enhance the representation of marginalized populations in advanced academic settings is made. Using critical theoretical frameworks, such as the Gifted and Talented Critical Framework (GTCrit), one can begin to advocate for equitable practices in the gifted field, allowing African American and Hispanic students just and ample opportunities for advanced education. By implementing these recommendations, educators can work towards dismantling systemic barriers and fostering an inclusive educational environment that recognizes the diverse talents of all students.