The threshold hypothesis and the necessary-but-not-sufficient hypothesis represent popular views on the relationship between intelligence and creativity. However, most studies investigating these hypotheses used suboptimal or even inappropriate statistical methods, calling into question the robustness of the available evidence. The ability…

Little information exists concerning underrepresented students' talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study investigated the talent development processes of five Black, seven Hispanic, and three Native American graduate students enrolled in STEM disciplines. All…

Debates over identification procedures for gifted and talented students dominate the field and serve as the topic of many of its internal and external debates. We believe this is due to a lack of commonly accepted criteria for how to evaluate identification procedures. In this article, we present the Cost, Alignment, Sensitivity, and Access (CASA)…

We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that explained these disparities. About 13% to 16% of…

To understand divergent and remarkable lives lived, we examined the accomplishments, family dynamics, life orientation, psychological well-being, and definition of a meaningful life among two exceptional groups at age 50: Top Science, Technology, Engineering, & Mathematics (STEM) doctoral students (270 males, 255 females, originally surveyed…

This research examines student teachers' thinking about teaching gifted students in an inclusive classroom context. Grounded in a narrative paradigm, we analyzed narratives from student teachers in Finland, Austria, Turkey, the Philippines, and Japan to identify solutions that they imagined in response to gifted students' needs in an inclusive…

As the field of education, and especially gifted education, gradually moves toward open science, our research community increasingly values transparency and openness brought by open science practices. Yet, individual researchers may be reluctant to adopt open science practices due to low incentives, barriers of extra workload, or lack of support…

Culturally responsive instruction is recommended to mitigate disparities in the retention of racially and ethnically diverse students in gifted programs. However, the endorsement of colorblind racial ideology is associated with lower multicultural teaching competency and the adoption of deficit perspectives of students of color. The present study…

Equity and access to advanced learning opportunities have been issues of concern for educators in the field of gifted education for decades. Gifted programs are noted as some of the most segregated learning environments in schools today. This study was designed to investigate how school districts have addressed educational equity through the…

There is a growing body of literature around digital research, specifically regarding data collection and how to pivot research designs to be more conducive to online and virtual research, but little in the way of how to analyze data remotely. In this article, we share firsthand experiences from a qualitative study utilizing Google apps, Zoom, and…

Students in any grade level vary widely in their mathematics achievement, with the typical classroom including four to seven grade levels of mathematics proficiency. Due to this large range of mathematics learning needs, some schools offer certain courses in earlier grades than is typical. In this study, we analyzed multiple, large, national…

School-based learning experiences are often designed with the "typical" student in mind. However, this may not be an optimal approach, given the variability of prior learning that exists in most classrooms. We investigated the variance in achievement within U.S. fourth- and eighth-grade mathematics classrooms using Trends in…

The 50th anniversary of the Marland Report provides an opportunity to reflect on its impact on the field of gifted education. A critical question is how the Marland Report addressed the need for equity, especially since the Marland federal definition made no explicit mention of culturally, linguistically, or economically different gifted students.…

This study used a longitudinal person-oriented approach to examine whether two distinct developmental pathways of maladaptive motivation could be distinguished among high-ability students (intelligence quotient [IQ] [greater than or equal to] 120, N = 403, M[subscript age] = 12.2 years, 60.5% males), as proposed by the Pathways to Underachievement…

Teachers play important roles in identifying and promoting gifted students. An open question is: Which student characteristics do teachers use to evaluate whether a student is gifted or not? We used data from a representative sample of Dutch primary school teachers (N = 1,304) who were asked whether or not they thought the students (N = 26,720) in…