The disproportionality in the ethnic-racial and socioeconomic make-up of students in gifted and talented education (GATE) programs has been identified by many scholars as the most critical and the most intractable issue facing the field of gifted education (e.g., Grissom & Redding, 2016; Olszewski-Kubilius & Steenbergen-Hu, 2017; Plucker & Peters, 2016; Worrell & Dixson, 2018). Considered a fundamental equity issue by many (e.g., Peters & Engerrand, 2016)—that is, an issue of fairness—there is a growing body of scholarship on what should be done (Ford, 1998; Grissom et al., 2019). However, despite the efforts of many researchers and educators (e.g., Horn, 2015; Lee et al., 2009), this disproportionality has not been remedied (Peters, Gentry, et al., 2019), and indeed, the problem is perceived as more urgent in the sociohistorical context of 2021, with the increased focus on civil rights and social justice. As academics, we put forward different theoretical frameworks and ideas to solve problems, we test competing hypotheses, and we engage in robust debates about the most appropriate solutions to problems. These research endeavors are systematic attempts to solve complex problems, such as the issue of disproportionality in gifted education. Given the ongoing concerns about this issue and in keeping with the scientific underpinnings of the field, the editors of Gifted Child Quarterly decided to devote a special issue to the topic of equity in gifted education. The goal of the special issue is to bring together ideas from across the field to better understand disproportionality in GATE in hopes of making progress on this pernicious issue. The format of the special issue includes a target article on equity within GATE, commentaries on the target article solicited from a wide variety of stakeholders, and a response to the commentaries by the author of the target article. The authors of this introduction were asked to serve as guest editors for the special issue. In choosing a scholar to write the target article, we considered the conceptual and empirical contributions of several individuals who regularly publish on equity within GATE. In addition, we also considered these individuals’ engagement with the extant empirical literature. After considering these and other factors, we invited Dr. Scott Peters to write the target article. We felt that Dr. Peters’ contributions to several theoretical frameworks on gifted education (i.e., advanced academics and excellence gaps; e.g., Peters et al., 2014; Plucker & Peters, 2016) as well as his conceptual and empirical research on multiple models of identification aimed at diversifying GATE (e.g., McBee et al., 2014; Peters & Engerrand, 2016; Peters, Rambo-Hernandez, et al., 2019) made him an excellent choice for the target article. Equity is a broad term that can have a different definition for different people. Within the GATE literature, there are many different definitions and perspectives on what equity is and what it means. As noted above, inequity in gifted education is frequently defined as the disproportionality of representation by students of color and students from low-income backgrounds within GATE programs relative to their representation within the student population. And it is this issue that Peters (2022a) chooses to address in his piece. In the target article, Peters begins with a discussion of the context of underrepresentation and then provides several overarching (and subordinate) reasons for underrepresentation and the difficulties in combating this concern. He outlines several ways that inequality is pervasive in American society (e.g., unequal academic opportunities, institutional racism) and how this inequality contributes to the disproportionality present in GATE. In the third major section of the article, Peters proposes several ways in which GATE programs, and American society, can move forward to achieve more equity in GATE. Following Peters’ (2022a) target article are 28 commentaries from a diverse group consisting of academics, students, and practitioners. We have grouped the commentaries on the basis of content. For example, some of the responses extend on or amplify Peters’ (2022a) comments, whereas others are focused on specific topics such as identification protocols, racism, and social justice. Some of the commentaries are focused on a subject area (e.g., mathematics) or a subpopulation (e.g., twice-exceptional students), or other national contexts, and one commentary includes the perspective of journal editors. In his response to the commentaries, Peters (2022b) articulates two of the major themes that he saw in the responses and engages with those themes thoughtfully. The purpose of this special issue is to engage in a conversation about a pressing issue in the field of gifted education, the disproportionally low enrollment of students from some ethnic-racial backgrounds and from low socioeconomic 1068551 GCQXXX10.1177/00169862211068551Gifted Child QuarterlyWorrell and Dixson editorial2021

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在资优教育中实现公平：想法和问题

许多学者认为天才教育（GATE）项目中学生的种族和社会经济构成不成比例是天才教育领域面临的最关键和最棘手的问题（例如，Grissom & Redding , 2016 年；Olszewski-Kubilius 和 Steenbergen-Hu，2017 年；Plucker 和彼得斯，2016 年；Worrell 和 Dixson，2018 年）。许多人认为这是一个基本的公平问题（例如，Peters & Engerrand，2016 年）——即公平问题——关于应该做什么的学术研究越来越多（Ford，1998 年；Grissom 等人，2019 年）。然而，尽管许多研究人员和教育工作者做出了努力（例如，Horn，2015；Lee 等人，2009 年），但这种不成比例的现象并没有得到纠正（Peters，Gentry 等人，2019 年），事实上，在 2021 年的社会历史背景下，随着对公民权利和社会正义的日益关注，这个问题被认为更为紧迫。作为学者，我们提出不同的理论框架和想法来解决问题，我们测试相互竞争的假设，并就最合适的问题解决方案进行激烈的辩论。这些研究努力是解决复杂问题的系统尝试，例如天才教育中的不成比例问题。鉴于对这一问题的持续关注，并与该领域的科学基础保持一致，《天才儿童季刊》的编辑决定专门开设一期关于天才教育公平的专题。特刊的目标是汇集来自整个领域的想法，以更好地理解 GATE 中的不成比例，希望在这个有害问题上取得进展。特刊的格式包括一篇关于 GATE 内公平的目标文章、从广泛的利益相关者那里征集的对目标文章的评论，以及目标文章作者对评论的回应。本介绍的作者被要求担任特刊的客座编辑。在选择一位学者来撰写目标文章时，我们考虑了几个定期在 GATE 内发表关于股权的个人的概念和经验贡献。此外，我们还考虑了这些人对现有实证文献的参与。在考虑了这些和其他因素后，我们邀请了 Dr. Scott Peters 撰写目标文章。我们认为，Peters 博士对天才教育的几个理论框架的贡献（即先进的学术和卓越的差距；例如，Peters 等，2014；Plucker & Peters，2016）以及他对多个模型的概念和实证研究旨在使 GATE 多样化的识别（例如，McBee 等人，2014；Peters & Engerrand，2016；Peters，Rambo-Hernandez 等人，2019）使他成为目标文章的绝佳选择。公平是一个广义的术语，对于不同的人可以有不同的定义。在 GATE 文献中，关于什么是公平以及它的含义有许多不同的定义和观点。如上所述，天才教育中的不平等通常被定义为 GATE 项目中的有色人种学生和来自低收入背景的学生的代表性相对于他们在学生群体中的代表性不成比例。Peters (2022a) 选择在他的文章中解决这个问题。在目标文章中，彼得斯首先讨论了代表性不足的背景，然后提供了代表性不足的几个总体（和次要）原因以及解决这一问题的困难。他概述了不平等在美国社会中普遍存在的几种方式（例如，不平等的学术机会、制度性种族主义）以及这种不平等如何导致 GATE 中存在的不成比例。在文章的第三个主要部分，彼得斯提出了 GATE 程序的几种方法，和美国社会，可以向前迈进，在 GATE 中实现更多的公平。在彼得斯 (2022a) 的目标文章之后是来自不同群体的 28 篇评论，这些群体由学者、学生和从业者组成。我们根据内容对评论进行了分组。例如，一些回应延伸或扩大了彼得斯 (2022a) 的评论，而其他回应则侧重于特定主题，如身份识别协议、种族主义和社会正义。一些评论侧重于学科领域（例如数学）或子群体（例如两次优秀学生）或其他国家背景，其中一篇评论包括期刊编辑的观点。在对评论的回复中，彼得斯 (2022b) 阐明了他在回复中看到的两个主要主题，并深思熟虑地处理了这些主题。