Gifted and Black: A Qualitative Evidence Synthesis for Inclusive Gifted Curriculum, Programmatic Options, and Future Research

Abstract

Recent research has shifted from merely identifying established inequities to focusing on actionable solutions in gifted education, particularly for Black students. Researchers have offered insights into equitable access for Black students, while others have emphasized the need for diversification and culturally relevant improvements in gifted programs. With a practical approach, this Qualitative Evidence Synthesis integrates findings to propose strategies for fostering equity in gifted education underscoring the necessity for a collaborative, functional guide to improve gifted education. Addressing this need, the study draws on prior research findings to present five specific recommendations for school districts aiming to design inclusive and equitable gifted programs. These recommendations focus on comprehensive policy changes, professional development, curriculum reform, identification processes, and community engagement.