Breaking Through Assumptions About Low-Income, Minority Gifted Students

By Julie D. Swanson. 2006

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Using Problem-based Learning to Explore Unseen Academic Potential (2013, background): “This kind of identification-in-context has the added advantages of being relatively noninvasive, low-cost, and less time consuming than formal testing (Swanson, 2006).”
Identification of Gifted Students in the United States Today: A Look at State Definitions, Policies, and Practices (2012, background): “This is clearly a substantial change in gifted identification policy over the past 10–15 years (Bernal, 2003; Ford, 2005; Pfeiffer, in press-b; Swanson, 2006).”
Group-Specific Norms and Teacher-Rating Scales (2012, background): “cultures, students from low-income families remain underrepresented in gifted and talented programs (Stambaugh, 2007; Swanson, 2006) due partly to the strong correlation between academic achievement and family income (Valencia & Suzuki, 2001).”
Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective (2010, unknown): “…status learners as consistently the most under-represented group in gifted education and other academically advanced programming (e.g., Swanson, 2006; Wyner, Bridgeland, & Diiulio, 2007), yet relatively little research in gifted education has focused on these learners in the absence…”