Chapter 10: Empirical Support for a Broadened Conception of Giftedness: Implications for School Leaders¹

School leaders are faced with many indicators of an achievement gap, including the underrepresentation of certain groups in advanced course-work and gifted programs. At the same time, multiple definitions and conceptions of giftedness have led to a lack of coherence in the field of gifted education, further contributing to this underrepresentation. Despite what has emerged as a broadened conception of giftedness, gifted identification lags behind. This study employed secondary data analysis of the NELS:88/ 2000 to operationalize and determine the empirical consequences of a broadened conception of giftedness. Using Black students as a case example, findings revealed how school leaders can address underrepresentation.