To date, issues of talent development, giftedness, and creativity among Native Americans have largely been ignored in our field, yet these populations of students deserve our attention as researchers and educators. "As a group, Native American students are not afforded educational opportunities equal to other American students" (U.S. Commission on Civil Rights, 2003, p. xi).However, because the diverse nature of Native American cultures prohibits their generalization into one single cultural group, individual differences among Native American populations should not be oversimplified or ignored. Input from educators and stakeholders on the reservations is needed because they are keenly aware of the need for research concerning the development of giftedness, creativity, and talent, and they are able to articulate important areas that form the basis of this research. As a field, we need to ensure that these populations of young people-their cultures, families, and educators-are included in our research agenda. PurposeThe purpose of this article is threefold. First is to call on researchers in the field of gifted education to include Native American students in their research, as these populations have been absent from most research in gifted education. Second is to report empirical analyses of assumptions from the literature concerning gifted Native American students from the viewpoints of three different tribal education communities and, in doing so, provide other researchers with a framework for their inquiry. Finally, we seek to suggest a possible research agenda based on data gathered within these communities. A national research agenda focused on gifted/ creative/talented Native American students is needed, as this population remains one of the least researched, most overlooked, and most underserved in the field (Gentry & Fugate, 2012;Yoon & Gentry, 2009). This agenda, in our opinion, should address the needs and gaps concerning the discovery and development of giftedness, creativity, and talent among Native American 1 populations. By setting a collaborative research agenda with three groups of Native Americans-the Diné, the Lakota, and the Ojibwe-we have begun to address the long-overdue inclusion of Native American children and their educators in research concerning giftedness, creativity, and talent. With the field's current emphasis concerning the need to address issues of equity, underidentification, and underrepresentation, the time is right to ensure that Native American children are included in this important focus.To address these purposes, we first reviewed the gifted education literature and sought input from educators on the Navajo, Standing Rock, and Red Lake reservations 521660G CQXXX10.

This exploratory study investigated the social and affective concerns of 280 highability students in Grades 5 through 12 who participated in a summer residential program. Content analysis of responses from an open-ended survey indicated that high-ability adolescents expressed concerns regarding feelings and emotions, future aspirations, and relationships. How these social and affective concerns differed across gender, age, and among U.S. students, international students, and Native American subgroups were also investigated. Boys would like to discuss puberty and maturity more than girls; students in early adolescence cared about feelings, whereas those in late adolescence wanted to discuss future aspirations; Native American students had similar concerns to those of other students; however, Diné students were concerned about personal issues and bullying. These findings provide researchers and educators in the field of gifted education with new perspectives regarding social and affective concerns of high-ability students.In the past decade, the importance of the social and affective needs of high-ability students and the services that can be provided to meet these needs have received increased attention in the field of gifted education