Department or Administrative Unit
Anthropology and Museum Studies
What began fifteen years ago as a volunteer effort to promote desegregation via a gifted and talented magnet school has become a case study analyzing inequalities in the identification of young children for gifted and talented services. We use Cheryl Harris’ (1993) argument that “whiteness” is a form of property that creates and maintains inequalities through the conjoining of race and class. We show how gifted and talented status meets the criteria of white property interests and is defended by recourse to law and policy. Efforts to improve identification of students for gifted services reveal that the implicit operation of these Interests is an important reason why identification practices favoring white and middle-class children have been resistant to change. Dismantling underlying white property interests in gifted and talented identification is a necessary, though not sufficient step, toward a more just educational system.
arlow, K., & Dunbar, E. (2010). Race, Class, and Whiteness in Gifted and Talented Identification: A Case Study. Berkeley Review of Education, 1(1). http://dx.doi.org/10.5070/B81110014 Retrieved from https://escholarship.org/uc/item/247908gb
Berkeley Review of Education
© 2010 by the author(s).
Disability and Equity in Education Commons, Gifted Education Commons, Race and Ethnicity Commons, Social and Cultural Anthropology Commons, Social Justice Commons
This article was originally published Open Access in Berkeley Review of Education. The full-text article from the publisher can be found here.