The post recounts actress-inventor Hedy Lamarr’s (Hedwig Keisler) escape from Europe and her invention of frequency-hopping spread spectrum used in modern wireless communications, then discusses challenges gifted girls face and offers parental tips and encouragement for role models, independence, and father involvement.
This second-part column outlines assessment and accommodation strategies to reduce underrepresentation of culturally, linguistically, ethnically and socioeconomically diverse learners in gifted programs. It recommends multiple, nonbiased assessment methods, culturally responsive curriculum, clear communication, family engagement, and equitable interventions to improve identification and access.
This article examines underrepresentation of culturally, linguistically, ethnically and socioeconomically diverse learners in gifted programs, focusing on attitude and access. It urges parent–school engagement, awareness, equitable identification practices, culturally relevant instruction, strength‑based teaching, multiple nonbiased assessments, and clear communication to improve access and opportunities.
Two gifted high school students from different cultural backgrounds briefly left school despite strong abilities, later returning. Both lacked mentorship and guidance, limiting optimism for the future. The author emphasizes society’s failure to support gifted minority students and the urgent need to address their social and emotional needs.
This post advises parents of gifted children from diverse backgrounds to develop advocacy skills, learn identification and programs offered, research private and nonprofit resources (e.g., Jack Kent Cooke, Davidson, Duke TIP, JHU CTY), and connect with state and national gifted organizations to secure services and opportunities for their children.
This article explores how different immigration patterns and cultural definitions of giftedness affect assimilation and identification of gifted students. It offers practical guidance—self-reflection, learning families’ cultures, curiosity, observation, active listening, admitting limits, and recognizing varied forms of English—to build understanding and stronger relationships.
This post examines recent public school closures that disproportionately affect Black, Hispanic, and low-income students, notes specific district statistics, and raises concerns about the social and emotional impact on culturally diverse gifted students, drawing on the author’s personal experience protesting a threatened school closure.
The post highlights that gifted and talented children from culturally diverse backgrounds often face under-identification, lower-quality programming, and limited resources. These disparities can harm their social and emotional development, causing sadness, anxiety, and reduced motivation. The author urges parents and educators to address these challenges and seek support.
The post examines racial discrimination in gifted education, arguing that focusing on ‘achievement gaps’ can obscure deeper racial barriers. Through vignettes, it highlights exclusion, bias, and underidentification of talented students of color, and calls for culturally competent practices, research, and collaborative action to ensure equitable gifted services.
Spike Lee’s remark that ‘parents are the biggest dream killers’ frames the article on gifted individuals from diverse backgrounds who face family and community pressures, discrimination, and resource gaps. These forces can derail talents; educators and mental-health professionals must offer support, education, and coping strategies.
