ABSTRACT
Social justice in advanced academics refers to improving experiences of historically marginalized groups – populations who have not been granted access to gifted and talented programming. This chapter explores the components of access, equity, diversity, and participation that allow educators to redistribute power and capital to create equitable access for Black, Latino, and economically vulnerable learners to experience culturally respectful learning environments. A shift from deficit thinking to a strength-based approach to diversity, equity, inclusion, and social justice in advanced learning is described as a pathway to centering the experiences of culturally, linguistically, economically diverse (CLED) learners in advanced academics. Efforts aimed at addressing underrepresentation are sustained when equity pedagogy is a central component of the remedy. Culturally proficient educators serve as cultural brokers, consistently and intentionally bridging capital and experiences in ways that open doors to engaged participation by students from marginalized groups. Approaches to achieving equity in gifted education include raising awareness about systems, practices, policies, attitudes, and beliefs that produce equity gaps and constrain experiences for CLED learners. Approaching advanced academic programming through an equity lens fosters environments that exemplify inclusive excellence. The implications of these inclusive practices are discussed as having an extensive impact on the learning trajectory of diverse learners.
