Back at my very first NAGC Annual Convention in 2023, I got to hear Dr. Donna Ford speak. After years of reading about her ideas in textbooks and articles, I actually got to hear her speak live! Her talk was amazing, and I wrote a session reflection about it back in early 2024. Today’s post will revisit that reflection.
Why This Conversation Still Matters
The underrepresentation of Black and Brown students in gifted education has been documented for decades. Yet despite ongoing research and advocacy, meaningful change remains inconsistent across districts and states.
Dr. Ford’s session at NAGC23 served as a powerful reminder that naming inequity is not enough. Sustainable progress requires systems-level change, accountability, and a willingness to challenge long-standing practices.
About the Reposted Article
This post reintroduces my reflection on Dr. Ford’s NAGC23 session.
In her session, Dr. Ford challenges educators to address the “Dirty Dozen,” by confronting how bias, deficit thinking, outdated identification practices, and other factors continue to shape gifted programming and outcomes for our underserved students of color.
Impact on Underrepresented Gifted Students
Dr. Ford’s message has several important implications for students who have historically been excluded from gifted services:
- It shifts responsibility from students and families to systems and structures.
- It reinforces the importance of culturally responsive identification and programming.
- It positions advocacy as a professional obligation rather than an optional stance.
How Educators and Families Can Apply This
Educators and families can use this work as a catalyst for reflection and action by:
- Examining referral and identification practices for bias or gatekeeping.
- Advocating for universal screening and the use of local norms.
- Engaging in courageous conversations about equity within schools and communities.
In Sum
Dr. Ford’s work reminds us that equity is not achieved through intention alone. It requires sustained action, reflection, and accountability.
Your Turn
After reading or revisiting this article, what ideas or questions feel most pressing for your own context? Please add your thoughts in the comments below so that we can help each other do better for our underrepresented gifted students. ~Ann
Teaching for Talent 