Global Awareness

Concurrent

Race Matters in Gifted and Talented Education!

Friday, November 10
1:15 PM - 2:15 PM
Location: 203 B

Race matters in gifted and talented (GT) education! Over 400 years of racism and discrimination in North America does not erase racial values today. The avoidance of racial issues at a time when African-American and Hispanic-Latino/a students are woefully under-identified and underrepresented in GT education is unjustified. When racism is masked with colorblindness and cultural deficit thinking in both curricula and research, it remains vital that educators and researchers self-reflect and develop self-awareness concerning their own racial values. With self-awareness, it is hoped that the achievement gap will eventually close, resulting in more inclusion of racial minorities in GT programs. With necessary sensitivity, this session facilitates a self-reflection/awareness process.

William T. Allen

Doctoral Student
Utah State University

Tom Allen is a social studies teacher with 28 years of experience teaching 7th and 8th grade social studies, English as a second language, and gifted and talented (GT). His undergraduate training is in American history and sociology. He holds Masters degrees in both American history and educational administration. His initial interest in GT concerned how current educational programs (standards) hold back GT students. These concerns served as a starting point for doctoral work in GT education. Right now, he is a doctoral student at Utah State University, focusing his efforts on socioemotional issues, appropriate pedagogy, and processes for expanding student identification for talent development programs. He has published two studies. In 2016, along with co-author, Scott Hunsaker Ph.D, "Teacher Conceptions, Curriculum Ideologies, and Adaptation to Linear Change in River School District: Implications for the Gifted and Talented," was published in the Journal for the Education of the Gifted. In 2017, he authored, "Bullying and the Unique Socioemotional Needs of Early Adolescents." Tthis study was published in the Roeper Review. Currently, his research focus is on the impacts of human differences (race, ethnicity, and culture) on both classroom socioemotional issues and talent identification/development processes.

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Scott L. Hunsaker

Distinguished Associate Professor of Honors Education
Utah State University

Dr. Scott L. Hunsaker is a Distinguished Associate Professor of Honors Education at Utah State University (USU) in Logan, UT. Over his nearly 20 years at USU, he has been recognized by his college with the Teacher of the Year, Outstanding Undergraduate Research Mentor, and the Carol and Bill Strong Human Service Awards. An active member of both national and state gifted education associations, Dr. Hunsaker has served on the NAGC Board of Directors and as UAGC President. He has been honored with the Early Leader Award by NAGC and the Jewel Bindrup Award by UAGC. Dr. Hunsaker is the editor of Identification: The Theory and Practice of Identifying Students for Gifted and Talented Education Services and has published in the following journals: Teacher Librarian, Forum on Public Policy, Gifted Child Quarterly, Journal for the Education of the Gifted, Roeper Review, Exceptional Children, Journal for Creative Behavior, Gifted Child Today, Teaching for High Potential, and Parenting for High Potential.

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