ABSTRACT
This chapter examines the challenges and possible solutions for including more students from underrepresented populations (e.g., children of color, children from poverty, children whose heritage language is not English, children with disabilities, and other special populations) in programs for gifted students. A review of the literature provides a context for the examination of the issues involved in identifying these groups. Interviews with coordinators from diverse districts across the United States (U.S.) reveal what has been used in local identification protocols to remedy problems with underrepresentation. Respondents also share contextual issues that have made progress on this difficult issue. How have state and local policies affected the district’s implementation of an equity-based identification process? What instruments and processes have been effective? How does the district analyze the match between the identification tools and the programs designed to meet the needs of students? These questions and others were used to garner important information from these educators on the concept of underrepresentation. We conclude the chapter with principles to assist practitioners in reducing disparities in the identification of underrepresented students in school systems.
