Particular racial/ethnic and class groups remain underrepresented within gifted and talented education (GATE). However, students who are culturally and linguistically diverse (CLD) or gifted and disabled are also underrepresented but are often excluded from analysis. A cross-sectional design was to evaluate gifted enrollment data gathered by the Office for Civil Rights (OCR), using the Civil Rights Data Collection Series (CRDC). Proportional representation in GATE enrollment assessed students' race/ethnicity, English Language Learner (ELL) status, and disability status under the Individuals with Disabilities Education Act (IDEA). A one-sample z test of proportions rendered statistically significant disproportionality across all groups evaluated. Results indicate the issue driving disproportionality lies within the theory of intelligence used to measure giftedness in Western school systems and calls for correctly diagnosing the GATE systems' underlying inequities.

Disproportionalities in gifted and talentedenrollment exist among individuals regardless ofrace/ethnicity, gender, or socioeconomic status(SES). Inequities are most pronounced for/in caseswhere race/ethnicity and SES are factors. Todiscern why specific student groups benefit fromgifted program access, while others do not, a cross-sectional observational design was applied toextant data from a large school district thatincluded both rural and urban schools.Proportional distribution among race/ethnicity,gender, and SES was evaluated using prevalencerates and a one-sample z test of proportions.Results showed that, while disproportionalitiesexisted across all variables, student racial groupsexhibited the most disproportional distribution.These findings indicate that issues drivingdisproportionality in gifted education go deeperthan acknowledged by previous arguments. Historicand current conceptualizations of giftedness rest ona culture-bound construct that perpetuatesdisproportionate representation of student groups.Gifted measures and assessments of intellect arebiased, excluding some while benefiting others, andthus gifted identification procedures andassessments warrant heightened scrutiny.

Little is known about the nature of academic writing in Counselor Education. As a remedy, three counselor educators constructed a corpus of research articles from counseling journals. The goal of this initial study was to detail the length, research method, and journal impact differences. Length differences were encountered for research method but not journal impact. Quantitative articles appear with greater frequency in high impact journals. Pedagogical and research implications are discussed.

In this autoethnography inquiry, seven counselor educators from diverse intersectionalities discuss how they leverage their selfhood to promote antiracist counselor education. Based on two cycles of pattern coding, the authors identified themes of perceiving, experiencing, creating, and facilitating. Implications for future research and practice are offered. K E Y W O R D S antiracist teaching, antiracism, autoethnography, counselor education, self as instrumentRacism is endemic in societies (Cole, 2016;Feagin & Ducey, 2018). It is systemic, pervasive, and persistent in all aspects of society and human lived experiences (Thompson & Neville, 1999). Racism results in myriads of social injustices such as genocides, economic segregation, and disparities in health care and access. Research has shown that the main reasons for the lack of access to care are associated with discriminatory and racist attitudes and practices of helping professionals (Cénat, 2020;Paul et al., 2022). Research has also demonstrated the physical and mental health consequences of race-based oppression on oppressed communities (Williams & Elkins, 2021). Antiracist education represents a critical task for educators and learners to equip themselves with transformative and action-oriented awareness, knowledge, and skills to eradicate racism and mitigate its impacts (Dei, 2014). ANTIRACIST COUNSELOR EDUCATIONScholars contend that it is a moral imperative for the helping fields to teach about racism and antiracism strategies and disrupt current colorblind ideology-reinforced training models (e.g., Gon-

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