Peters (2021) presented an analysis of disproportionate representation of demographic groups in gifted education programs. He views disproportionate representation as a consequence of inequalities that originate outside of gifted education and says that narrowly focusing on gifted education practices will be inadequate for remedying the inequities in the field. Peters’ analysis has four levels of increasing generality: local gifted education practices, proximal causes, distal causes, and theoretical causes. Unfortunately, Peters’ argument grows increasingly shaky as its generality increases.

中文翻译：

---

分析天才教育中不成比例的代表性：识别程序、近因、远因和理论原因

Peters (2021) 对天才教育计划中人口群体的不成比例代表性进行了分析。他认为不成比例的代表性是源于天才教育之外的不平等的结果，并表示狭隘地关注天才教育实践将不足以弥补该领域的不平等。彼得斯的分析具有四个渐进的普遍性水平：本地天才教育实践、近因、远因和理论原因。不幸的是，彼得斯的论点随着其普遍性的增加而变得越来越不稳定。