Regarding the work toward achieving equity in public gifted education (GiftedEd) programs, I aim to challenge two of the underlining assumptions that persist in GiftedEd research, in GiftedEd programming, and in the target article. Peters (2021) writes, “But the field of gifted education should avoid false dichotomies: the existence of disproportionality does not make gifted services inherently racist, nor should ongoing inequity be seen as acceptable” (p. 10). In contrast, if we, as GiftedEd scholars and practitioners are to authentically commit to pursuing, establishing, and maintaining equity in public GiftedEd programs, we must do so with (a) the understanding that the type of racial disproportionality that persists in GiftedEd is indeed an example of systemic racism, and (b) solving the disproportionality problem will not allow us to proclaim we have reached equity in GiftedEd.

中文翻译：

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（天才）教育的内在种族主义

关于在公共天才教育 (GiftedEd) 计划中实现公平的工作，我的目标是挑战在 GiftedEd 研究、GiftedEd 编程和目标文章中坚持的两个重要假设。彼得斯 (2021) 写道，“但天才教育领域应避免错误的二分法：不成比例的存在并不会使天才服务天生具有种族主义色彩，也不应将持续的不平等视为可以接受的”（第 10 页）。相反，如果我们作为GiftedEd学者和从业者真实地致力于追求，建立和公共GiftedEd程序维护权益，我们必须（一）了解这样做的种族不成比例的类型，在GiftedEd挖墙角确实全身种族主义，以及（b）解决不成比例问题的一个例子将不会允许我们宣布，我们已经在GiftedEd达到公平。