History+of+Low+SES+in+Gifted+Education



__HISTORY OF LOW SES IN GIFTED EDUCATION__ The underrepresentation of students from low-socioeconomic backgrounds has been an issue for many years. “In early America, concern for the education of gifted and talented children was not great” (Davis, Rimm, and Siegle, 2011, pg.4). If these students’ talents were accommodated, it was through further schooling and the opportunity for a college education; however, these students were expected to pay, which of course, low-socioeconomic students were unable to do. Most low SES students were apprenticed to craftsmen instead of receiving an education. Their gifts and talents often went unrecognized and unappreciated. This crisis continued for many years before being addressed. NAGC describes one of the first key dates in Gifted and Talented Education: in 1968 “ William Torrey Harris, superintendent of public schools for St. Louis, institutes the earliest systematic efforts in public schools to educate gifted students” (NAGC, 2012). This put education on the right course; however, efforts for low SES students were still unaccounted for. By the mid 1900’s gifted education classes were offered in approximately two-thirds of larger cities (pg.4). Once gifted education classes were offered to different students, low-SES students remained underrepresented because of their lack of privileges and the glitches in the identification process of gifted and talented students. This issue remains present in education today; however more attention is being awarded to the identification of economically disadvantaged students. There are many circumstances that inhibit students from low SES backgrounds. Students from low socioeconomic families lack the resources needed for success in gifted education. Many students do not have parents that push for high-achievement and fall behind other students that are provided with more resources and opportunities. Once students from low-SES households are identified, everyone must work together to provide these students with the resources and opportunities they need in order to excel and feed their talents. “Data from several reports indicate that students who live in poverty seldom participate in gifted and talented classes, including AP classes” (Mathison & Ross, 2008, pg.277). These circumstances along with many others have remained present in gifted education throughout the years.
 * HISTORY- Low SES Students in Gifted Education **

 In the current state of education, gifted students and other special populations may be sorely neglected unless all teachers are aware of their needs and have the skills to plan for them effectively. Home life, family members, and peers play significant roles in the lives of low SES students, many times promoting low expectations or emphases on life and survival issues instead of education. Slocumb and Payne (2000) state that, “Gifted/talented students from poverty cannot be identified or served as though they were from non-poverty households” (pg.5). With more attention being centered on the identification and success of low SES students we should be able to overcome many obstacles and provide successful opportunities to all students.

BACK TO MAIN PAGE