What is it about?
The purpose of this article was to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States.
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Why is it important?
Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.
Perspectives
District and school leadership are critical to ensuring gifted education is accessible and equitable for CLED students. This analysis found a need for gifted education and educational leadership scholars to work together to address these important needs.
Dr. Miriam D. Ezzani
Texas Christian University
Read the Original
This page is a summary of: Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review, journal for the education of the gifted, March 2020, SAGE Publications,
DOI: 10.1177/0162353220912009.
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