Issues associated with cultural and socioeconomic diversity continue to be discussed at meetings and in literature focused on education for gifted students: identification for special programs, components of programs, and broad societal implications of the underrepresentation in programs of students from minority cultures and with low socioeconomic status. More inclusive program philo sophies, the use of multiple criteria during selection, and matching selection with school demographics have not rectified nationwide disparities, although these strategies have helped some programs move toward proportionate presence of commonly underrepresented populations in programs. Rarely acknowledged in this regard are cultural value orientations.

Philosophers in education and social sciences have questioned whether U.S. schools simply reproduce society, not reform it. That question is related to the underrepresentation of nonmainstream groups in programs ...

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