Identifying gifted students from underrepresented populations

Conclusion

The identification of gifted and talented students serves no good function if it does not lead to the opportunity for the students to maximize their potential by engaging in learning that will lead to a satisfying and fulfilled life. The process of identification must provide the opportunity for educators to bring forth the best in students, to recognize and then help the student capitalize on the talents identified. Hence, looking for means of identifying the underrepresented gifted students requires more than a surface-level examination of tests or rating scales. It requires examination of deeply held beliefs and longstanding practice, as well as a willingness to restructure thinking and behavior through not just one small alteration in process, but a fundamental restructuring of modes of thinking, beliefs, philosophy, and behaving.

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