[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594725-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-594725-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","race-class-and-whiteness-in-gifted-and-talented-identification-a-case-study","Race, Class, and Whiteness in Gifted and Talented Identification: A Case Study","","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. The article uses Cheryl Harris’ argument that “whiteness” functions as property that combines race and class to sustain advantage. It shows how identification criteria align with interests framed as white property and how resulting practices resist change.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/race-class-and-whiteness-in-gifted-and-talented-identification-a-case-study/594725/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/race-class-and-whiteness-in-gifted-and-talented-identification-a-case-study/594725.png","ImageObject",300,407,{"name":42,"@type":43},"Ben ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What inequality does the case study focus on?","Question",{"text":63,"@type":64},"It examines how young children are identified for gifted and talented services and how those identification practices create and sustain unequal access.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which theoretical idea guides the analysis?",{"text":68,"@type":64},"The article applies Cheryl Harris’ (1993) argument that “whiteness” operates as a form of property linking race and class to maintain inequality.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the article explain resistance to improving identification practices?",{"text":72,"@type":64},"It argues that implicit interests connected to white property make identification practices favoring white and middle-class children resistant to change.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},594725,1792189096,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":98},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UC Berkeley  \nBerkeley Review of Education  \nTitle  \nRace, Class, and Whiteness in Gifted and Talented Identification: A Case Study  \nPermalink  \n[https://escholarship.org/uc/item/247908gb](https://escholarship.org/uc/item/247908gb)  \nJournal  \nBerkeley Review of Education, 1(1)  \nISSN  \n1947-5578  \nAuthors  \nBarlow, Kathleen  \nDunbar, Elaine  \nPublication Date  \n2010-02-01  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://escholarship.org/uc/ucbgse_bre](http://escholarship.org/uc/ucbgse_bre)  \nRace, Class, and Whiteness in Gifted and Talented Identification: A Case Study  \nKathleen Barlowa1 and C. Elaine Dunbarb2  \na Central Washington University  \nbIndependent Scholar  \nAbstract  \nWhat 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 aform 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.  \nKeywords: Whiteness, Gifted and Talented Identification, Desegregation, Property Rights  \n[The] primary aim is to unveil the rhetorical, political, cultural, and social mechanisms through which “whiteness” is both invented and used to mask its own power and privilege.  \nGiroux, 1997  \nGifted and talented educational programs have been shown to produce substantial long-term educational benefits with related social and economic advantages. These programs are populated mostly by white, middle-to upper-class students. Lack of access to such educational opportunities perpetuates the segregation of nonwhite students growing up in persistent poverty (Orfield & Lee, 2005, p. 5) .3 Although low participation rates by these groups have been well documented on a national level (Borland & Wright, 1994; Delgado & Stefancic, 2000; Shavit, Müller, & Tame, 1998), exactly how these inequalities develop and continue is less well-known (Roscigno, 1998) .  \n1 Corresponding author: Department of Anthropology and Museum Studies, 400 E. 8th Ave., Ellensburg, WA 98926, United States; Tel: +1 (509) 963-3212; Fax: +1 (509) 963-3215; [Email: barlowk@cwu.edu](Email: barlowk@cwu.edu)  \n[2](2 This article is the result of equal work on the parts of both authors.)[ This article is the result of equal work on the parts of both authors.](2 This article is the result of equal work on the parts of both authors.)  \n3 Analysts of race in the U. S. have described it as a binary system of “hypodescent” in which a person is assumed to belong automatically to the “lower” social category if he or she has any component of nonwhite identity. That is, there is “white” and “nonwhite” identity. Harris (1993) and others argue that “whiteness” is the unmarked category that is intrinsically “American.”Although the system of attribution is binary, we do not mean to imply that all groups are affected in the same ways or to the same extent, especially where race, ethnicity, gender, and class compound each other in various ways.  \nBerkeley Review of Education Vol. 1 No. 1, pp. 63-85  \n64 Barlow & Dunbar  \nWe present a case study analyzing inequalities in identification of students for gifted and talented services.4 Initially we focused on one magnet school in a large Midwester","cbCaihtkbajuXLUi","https://ap.wps.com/l/cbCaihtkbajuXLUi","pdf",499767,24,"English","# Abstract\n## Background and purpose\n## Theoretical framework and argument\n## Evidence from a case study\n## Implications for educational justice","[{\"question\":\"What inequality does the case study focus on?\",\"answer\":\"It examines how young children are identified for gifted and talented services and how those identification practices create and sustain unequal access.\"},{\"question\":\"Which theoretical idea guides the analysis?\",\"answer\":\"The article applies Cheryl Harris’ (1993) argument that “whiteness” operates as a form of property linking race and class to maintain inequality.\"},{\"question\":\"How does the article explain resistance to improving identification practices?\",\"answer\":\"It argues that implicit interests connected to white property make identification practices favoring white and middle-class children resistant to change.\"}]","Race, Class, and Whiteness in Gifted and Talented Identification: A Case Study | PDF",1792079721]