"Deprived and disadvantaged": federal advocacy for gifted youth in the United States, 1967–1987.
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| Title: | "Deprived and disadvantaged": federal advocacy for gifted youth in the United States, 1967–1987. |
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| Authors: | Terzian, Sevan G.1 sterzian@coe.ufl.edu, Williams, Hannah2 |
| Source: | Paedagogica Historica. Oct2024, Vol. 60 Issue 5, p867-885. 19p. |
| Subject Terms: | *Gifted & talented education, *Gifted persons, *Special education, *Compensatory education, *Educational equalization, Racial minorities |
| Company/Entity: | United States. Office of Education |
| Abstract: | In 1972, the United States Office of Education (USOE) released a lengthy and unprecedented report about gifted education in response to a Congressional mandate. Both Congress and the USOE lamented the inadequate state of gifted programmes in American schools and urged that gifted education should become a greater national priority. In this essay, we argue that the federal government revived human capital and national security concerns in claiming that the unfulfilled potential of gifted and talented Americans had made the United States vulnerable. Better accommodating students with high abilities therefore became a paramount political agenda item. At the same time, amid efforts to eliminate poverty and facilitate greater equality of educational opportunity, both the legislative and executive branches of the federal government strategically portrayed the gifted and talented as a neglected and historically disadvantaged group in need of assistance. In establishing a broader and multi-faceted definition of giftedness, moreover, the USOE paid particular attention to racial minorities who were also gifted as a way of making its case. Such arguments fit within the political climate of the Great Society in directing public resources to historically marginalized groups. Deviating from longstanding characterizations of the gifted as inherently white and privileged, the U.S. government in the late 1960s and early 1970s portrayed them as racially diverse, "deprived," "disadvantaged," and warranting special educational opportunities. This example of federal advocacy thus marked a notable shift in the image of the gifted student in the United States. [ABSTRACT FROM AUTHOR] |
| Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180359576 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: "Deprived and disadvantaged": federal advocacy for gifted youth in the United States, 1967–1987. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Terzian%2C+Sevan+G%2E%22">Terzian, Sevan G.</searchLink><relatesTo>1</relatesTo><i> sterzian@coe.ufl.edu</i><br /><searchLink fieldCode="AR" term="%22Williams%2C+Hannah%22">Williams, Hannah</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Paedagogica+Historica%22">Paedagogica Historica</searchLink>. Oct2024, Vol. 60 Issue 5, p867-885. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Gifted+%26+talented+education%22">Gifted & talented education</searchLink><br />*<searchLink fieldCode="DE" term="%22Gifted+persons%22">Gifted persons</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Compensatory+education%22">Compensatory education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+minorities%22">Racial minorities</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%2E+Office+of+Education%22">United States. Office of Education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In 1972, the United States Office of Education (USOE) released a lengthy and unprecedented report about gifted education in response to a Congressional mandate. Both Congress and the USOE lamented the inadequate state of gifted programmes in American schools and urged that gifted education should become a greater national priority. In this essay, we argue that the federal government revived human capital and national security concerns in claiming that the unfulfilled potential of gifted and talented Americans had made the United States vulnerable. Better accommodating students with high abilities therefore became a paramount political agenda item. At the same time, amid efforts to eliminate poverty and facilitate greater equality of educational opportunity, both the legislative and executive branches of the federal government strategically portrayed the gifted and talented as a neglected and historically disadvantaged group in need of assistance. In establishing a broader and multi-faceted definition of giftedness, moreover, the USOE paid particular attention to racial minorities who were also gifted as a way of making its case. Such arguments fit within the political climate of the Great Society in directing public resources to historically marginalized groups. Deviating from longstanding characterizations of the gifted as inherently white and privileged, the U.S. government in the late 1960s and early 1970s portrayed them as racially diverse, "deprived," "disadvantaged," and warranting special educational opportunities. This example of federal advocacy thus marked a notable shift in the image of the gifted student in the United States. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180359576 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00309230.2023.2225424 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 867 Subjects: – SubjectFull: Gifted & talented education Type: general – SubjectFull: Gifted persons Type: general – SubjectFull: Special education Type: general – SubjectFull: Compensatory education Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Racial minorities Type: general – SubjectFull: United States. Office of Education Type: general Titles: – TitleFull: "Deprived and disadvantaged": federal advocacy for gifted youth in the United States, 1967–1987. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Terzian, Sevan G. – PersonEntity: Name: NameFull: Williams, Hannah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00309230 Numbering: – Type: volume Value: 60 – Type: issue Value: 5 Titles: – TitleFull: Paedagogica Historica Type: main |
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