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This qualitative study explored the role teacher perceptions play in the underrepresentation of culturally and linguistically diverse (CLD) students in gifted programming. Purposeful sampling was used to select six interview participants with at least 5 years of teaching experience. Each participant took part in two semistructured interviews over a 3-month period. Interviews were transcribed and analyzed using Auerbach and Silverstein’s highly structured analytic method. The findings indicate that “the language barrier” and the overemphasis on standardized testing contribute to the underrepresentation of CLD learners in gifted programming. In addition, the researcher identified a need for increased collaboration among educators during the gifted referral and identification processes as well as professional development to raise awareness about the issue of underserved populations in gifted education.

Using data from teacher interviews, classroom observations, and a professional development workshop, this article explains how one component of the schoolwide enrichment model (SEM) has been implemented at a culturally diverse elementary school serving primarily Latina/o and African American students. Based on a broadened conception of giftedness, the SEM incorporates enrichment clusters, which are designed to expose students to a variety of topics that would not ordinarily be covered in the regular curriculum. The goal of enrichment clusters is for students to engage in active learning under the direction of the cluster facilitator, who encourages inductive and cooperative approaches to problem-solving and higher order thinking skills. At our investigation site, enrichment clusters are inclusive of all students, providing access to gifted methods and challenging curricula for Latina/o and African American students, who are typically underrepresented in gifted programming.

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The labeling of students has the potential to result in deficit thinking, which can cause classrooms to become sites of limitation instead of places of limitless opportunity for students. This article discusses the literacy strategy of creating photo stories and shares the steps involved in inviting students to create personal photo stories that honor students’ lived experiences. The author shares how these photo stories have the potential to promote critical and productive dialogue among educators and students to help them celebrate the diverse languages, cultures, interests, and life experiences that are present in their classrooms. Keywordslabels, deficit thinking, multilingual learners, photo story