SENG launches the Gifted Elders Initiative to study and support aging gifted individuals. The initiative seeks research on elder needs, promote awareness across cultures and settings, disseminate findings, advocate for differentiated services, and invite collaboration to preserve and nurture gifted seniors.
Many parents of racially and culturally diverse gifted children worry about racism, discrimination, cultural preservation, bullying, and self-advocacy. They must prepare children early, seek supportive resources and culturally responsive mental health services, and promote resilience while protecting cultural identity amid mainstream societal challenges.
This post argues that racially diverse gifted students face increased social and emotional challenges despite high intellectual ability, including lack of opportunities, underrepresentation in leadership roles, and unpreparedness for racism. It calls for sustained support, preparation, and resources to ensure their wellbeing and academic and career success.
Explains how Māori whakatauki (proverbs) reflect cultural values and social expectations, illustrating meanings with several sayings. The post argues that understanding past perspectives and collective values—such as humility, shared success, and leadership—can inform contemporary views on giftedness and community roles across societies.
This post argues that globalization affects American gifted children, urging exposure to other languages, cultures, and global competition. It warns that ignorance can cause misunderstanding or prejudice, and recommends teaching children about diverse customs, values, and languages so they can adapt and succeed in an interconnected world.
Discusses psychological androgyny, distinguishing gender, gender-role, sexual orientation and identity, and links androgyny to giftedness and creativity. Reviews research (BSRI, Silverman, Tolan, Sheely, Piirto, Kerr) suggesting many highly gifted children reject strict gender roles and advises parents to avoid stereotyping.
The post explains psychological androgyny—gender-role traits combining masculine and feminine characteristics—distinguishes gender, gender-role, sexual orientation, and identity, and reviews research linking androgyny with giftedness and creativity. It warns against stereotypical bias in gifted program referrals and urges caregivers to support children’s authentic gender expression.
The post recounts actress-inventor Hedy Lamarr’s (Hedwig Keisler) escape from Europe and her invention of frequency-hopping spread spectrum used in modern wireless communications, then discusses challenges gifted girls face and offers parental tips and encouragement for role models, independence, and father involvement.
This second-part column outlines assessment and accommodation strategies to reduce underrepresentation of culturally, linguistically, ethnically and socioeconomically diverse learners in gifted programs. It recommends multiple, nonbiased assessment methods, culturally responsive curriculum, clear communication, family engagement, and equitable interventions to improve identification and access.
This article examines underrepresentation of culturally, linguistically, ethnically and socioeconomically diverse learners in gifted programs, focusing on attitude and access. It urges parent–school engagement, awareness, equitable identification practices, culturally relevant instruction, strength‑based teaching, multiple nonbiased assessments, and clear communication to improve access and opportunities.
