ABSTRACT
For decades, teachers have bemoaned the underrepresentation of Black students in gifted education, with rightful attention to both the degree and pervasiveness of their low rates of referrals, identification, and placement. This chapter helps teachers to understand representation barriers using an equity rather than equality lens. Using such a lens, it provides an equity-based formula to assist teachers to be more accountable for racial disparities in gifted education. Discrimination, whether it is intentional or unintentional, entails acting on beliefs that deny Black and Hispanic students the rights and opportunities to which they are legally entitled. Teachers must be aware that debate is plentiful regarding how to determine when underrepresentation is unreasonable or unacceptable and when discrimination or bias is operating.
