ABSTRACT
This chapter discusses conceptualizations of giftedness and presents an overview of both traditional and contemporary definitions and theories or models. The underlying premise is that educators must move beyond decontextualized definitions and conceptions of gifted-ness in order to recruit and retain Hispanic and Black students in gifted education. If the definition of giftedness is not a useful one, it can lead to unfavorable consequences of many kinds, both for society and its individuals. If the definition of giftedness is not valuable, talents may be wasted, and less valuable ones fostered and encouraged. The 1970 definition was poorly conceptualized—very narrow, vague, general, colorblind, and decontextualized. The most encouraging aspect of the 1978 and 1993 federal definitions is their inclusion of the “potentially” gifted. Portfolios of artwork, music, poetry, plays, skits, and so forth, are also used in the recruitment/desegregation (screening, identification, and assessment) process.
