Challenging problems require transdisciplinary, novel solutions. Equity demands that all students receive appropriate services to develop talents and potential, however, poverty limits opportunity. According to the National Association for Gifted Children (2017), approximately 6% to 10% of all students exist within the gifted and talented range. A specific subset of this demographic, underrepresented gifted and talented (UGT) student fail to receive appropriate access to develop their creativity and leadership potential. Grounded in the Human Ecology Theory (Bronfenbrenner, 1979), this case study argues that talent development requires arts education to enrich and support UGT students. Application of a qualitative case study, design process allowed authentic interviews of professionals working in the fields of gifted and talented education, fine art, elementary education, and student advocacy to develop. The themes and opinions regarding equity, UGT students, and arts education discovered in this study provide salient recommendations for the academic community.
|Commitee:||Broderick, Maggie, Swenk, Jean|
|School:||Concordia University (Oregon)|
|School Location:||United States -- Oregon|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||Art education, Gifted Education, Educational leadership, Elementary education|
|Keywords:||Arts education, Equity, Gifted and talented, Poverty, Underrepresented|
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