Many statistical measures are commonly used to document the persistence of inequity within gifted education (Young, Young, & Ford, 2017; Ford, 2013; Hodges et al., 2018; Yoon & Gentry, 2009). Thus, in response to the challenges presented by Peters (2021), we contend that an approach that considers critical race theory as a lens for the design, analysis, and interpretation of representation data in gifted education is necessary but remains elusive. In this commentary, we present an example of an alternative analysis (i.e., single-group summary).

中文翻译：

---

重新审视资优教育中的代表性不足：单组总结和元分析 QuantCrit 的承诺

许多统计指标通常用于记录天才教育中持续存在的不平等现象（Young、Young 和 Ford，2017 年；Ford，2013 年；Hodges 等人，2018 年；Yoon 和 Gentry，2009 年）。因此，为了应对 Peters (2021) 提出的挑战，我们认为一种将批判性种族理论视为设计、分析和解释天才教育中表征数据的镜头的方法是必要的，但仍然难以捉摸。在这篇评论中，我们展示了一个替代分析的例子（即单组总结）。