Abstract
This study delves into the cultural perspectives surrounding gifted education practices in Ghana, focusing on 10 junior high school classroom mathematics and science teachers. Data were gathered through semi-structured interviews and analysis of lesson plans. The results brought to light a notable gender disparity of female participation in Science, Technology, Engineering, and Mathematics (STEM)-intensive courses compared to males. Teachers’ beliefs concerning giftedness tended to be tacitly naive, rooted in traditional notions and influenced gifted students’ development. Spiritual and supernatural giftedness emerged, perceiving the gifted to possess mystical powers. Implications underscore the implementation of gifted education within teacher educational institutions. This, in turn, addresses the tacit opinions and knowledge gaps among educators regarding gifted education in Ghana. The study advocates for a holistic approach to nurturing giftedness that extends beyond conventional academic realms, ensuring a more inclusive and equitable educational landscape.
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