Special Populations


Patterns in Cultural Responsiveness

Saturday, November 11
3:45 PM - 4:45 PM
Location: 201 B

Gifted education should prepare students to be 21st century problem solvers and should meet individualized needs of all gifted learners, including those from culturally diverse populations. Once students from underrepresented groups are identified for services, one way to address their needs is through the cultivation of a culturally responsive learning environment in general and gifted education classrooms. In this session, presenters share insights from a large-scale study exploring culturally responsive teaching practices in gifted programs across multiple states. Presenters also discuss implications for future gifted education practice and pedagogy for diverse populations of students.

Annalissa V. Brodersen

Research Associate
University of Virginia

I just completed my doctoral program focusing on Gifted Education research at the Curry School of Education and am working as a Post-Doctoral Research Associate for the National Center for Research on Gifted Education. There, I have the opportunity to work with qualitative data collection and assist in data analysis. In my research, I am interested in a variety of specific populations of high ability students, including those from rural populations. I am also interested in the development and implementation of education policy, particular in the field of gifted educaiton. My dissertation research focuses on k-12 gifted education policy and its alignment with research-based practices as well as cross-level alignment (state, district, school).


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Rashea Hamilton

Research Scientist
University of Connecticut

Rashea Hamilton is a researcher whose work focuses on issues addressing access and equity across the educational pipeline. She has over 10 years of research experience related to at-risk populations. Her primary areas of expertise include social inequality, parental engagement and quantitative methodology. Previously, she served as a researcher for the John Glenn School of Public Affairs at the Ohio State University where she worked on a state-level research initiative to enhance the quality and value of higher education. She also served as an instructor for Ohio State’s Quantitative Research, Evaluation and Methodology program and as an evaluator for Education Northwest in Portland Oregon.


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Rachel U. Mun

Assistant Professor
University of North Texas

Dr. Rachel U. Mun is Assistant Professor at the University of North Texas in Educational Psychology (Gifted and Talented concentration). She received her Ph.D. in Education, Learning Sciences and Human Development from the University of Washington. Dr. Mun’s research interests are best described as an intersection between gifted education, mental health and immigrant issues. Her research focuses on culturally responsive leadership, social and emotional development, parental influences, decision-making and educational access for special populations of gifted learners using primarily mixed and qualitative methods. Most recently, she was a postdoctoral fellow at the National Center for Research on Gifted Education (NCRGE) at the University of Connecticut, conducting research on identifying and serving traditionally underrepresented gifted learners.


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Patterns in Cultural Responsiveness

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