Assessment Practices and the Underrepresentation of Minority Students in Gifted and Talented Education

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Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM (2017, background): “This process is problematic because it is built on the fallacy that giftedness is manifested as a set of easily identifiable traits or characteristics that are observable in classroom settings (Erwin & Worrell, 2012).”
The Challenges of Achieving Equity Within Public School Gifted and Talented Programs (2021, background): “(Erwin & Worrell, 2011, p. 84) Many solutions to disproportionality have been proposed, some have been evaluated empirically, and few have shown any effect at scale.”
A Meta-Analysis of Gifted and Talented Identification Practices (2018, methodology): “Given the broad spectrum of definitions for giftedness and the varied identification methods (Erwin & Worrell, 2012), trying to draw cohesive inferences about the population is problematic.”
Current Perspectives on the Identification and Assessment of Gifted Students (2012, background): “Erwin and Worrell (2012) address the reasons for the underrepresentation of some racial and ethnic groups in gifted and talented programs.”