Peters (2021) argues that gifted education has a severe problem regarding the underrepresentation of culturally and linguistically diverse students as well as children from low-income families—and that the field has not achieved measurable success in improving equity. He supports his arguments by highlighting data showing that the focus has been on the wrong solution—namely finding some method of identification that will result in proportional representation. Peters purports that the underidentification of whole groups of students largely reflects disparities that exist in opportunities to learn by race, ethnicity, and socioeconomic status, which result from institutional racism and poverty. We agree with Peters that gifted education specialists are responsible for making today’s gifted education services equitable, accessible, welcoming, and effective for all students, and we offer suggestions on how to enhance the effectiveness of those efforts and avoid pitfalls that derail good ideas.

中文翻译：

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对彼得斯的回应：有希望的实践和缺失的部分

Peters (2021) 认为，天才教育存在一个严重的问题，即文化和语言多样化的学生以及来自低收入家庭的孩子人数不足——而且该领域在改善公平方面没有取得可衡量的成功。他通过强调数据表明重点一直放在错误的解决方案上来支持他的论点——即找到某种将导致比例代表制的识别方法。彼得斯声称，整个学生群体的身份认同不足在很大程度上反映了种族、民族和社会经济地位在学习机会方面存在的差异，这是制度种族主义和贫困造成的。我们同意 Peters 的观​​点，即天才教育专家有责任使当今的天才教育服务公平、可访问、受欢迎、