Breaking into the Playground of Privilege: An Analysis of GT Program Identification Procedures

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Minority exclusion highlights deeper social disparities in education systems, impacting access and opportunities.
Key barriers include parent/teacher nominations, biased standardized tests, and socioeconomic factors in GT identification.
This research employs a literature review and expert interviews to analyze identification procedures in GT education.
Implementation of strategies like universal screening could potentially improve minority representation in gifted education.

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Analysis identifies barriers, including biased tests and socioeconomic factors, suggesting universal screening for GT programs.

Maneet Mehta (2024) studied this question.

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