Tags

Type your tag names separated by a space and hit enter

Creativity in gifted identification: increasing accuracy and diversity.
Ann N Y Acad Sci. 2016 08; 1377(1):44-52.AN

Abstract

Many federal definitions and popular theories of giftedness specify creativity as a core component. Nevertheless, states rely primarily on measures of intelligence for giftedness identification. As minority and culturally diverse students continue to be underrepresented in gifted programs, it is reasonable to ask if increasing the prominence of creativity in gifted identification may help increase balance and equity. In this paper, we explore both layperson and psychometric conceptions of bias and suggest that adding creativity measures to the identification process alleviates both perceptions and the presence of bias. We recognize, however, the logistic and measurement-related challenges to including creativity assessments.

Authors+Show Affiliations

Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut.Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut.Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut. james.kaufman@uconn.edu.

Pub Type(s)

Journal Article
Review

Language

eng

PubMed ID

27434531

Citation

Luria, Sarah R., et al. "Creativity in Gifted Identification: Increasing Accuracy and Diversity." Annals of the New York Academy of Sciences, vol. 1377, no. 1, 2016, pp. 44-52.
Luria SR, O'Brien RL, Kaufman JC. Creativity in gifted identification: increasing accuracy and diversity. Ann N Y Acad Sci. 2016;1377(1):44-52.
Luria, S. R., O'Brien, R. L., & Kaufman, J. C. (2016). Creativity in gifted identification: increasing accuracy and diversity. Annals of the New York Academy of Sciences, 1377(1), 44-52. https://doi.org/10.1111/nyas.13136
Luria SR, O'Brien RL, Kaufman JC. Creativity in Gifted Identification: Increasing Accuracy and Diversity. Ann N Y Acad Sci. 2016;1377(1):44-52. PubMed PMID: 27434531.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Creativity in gifted identification: increasing accuracy and diversity. AU - Luria,Sarah R, AU - O'Brien,Rebecca L, AU - Kaufman,James C, Y1 - 2016/07/19/ PY - 2016/02/09/received PY - 2016/05/11/revised PY - 2016/05/19/accepted PY - 2016/7/20/entrez PY - 2016/7/20/pubmed PY - 2017/7/20/medline KW - creativity KW - diversity KW - fairness KW - giftedness SP - 44 EP - 52 JF - Annals of the New York Academy of Sciences JO - Ann N Y Acad Sci VL - 1377 IS - 1 N2 - Many federal definitions and popular theories of giftedness specify creativity as a core component. Nevertheless, states rely primarily on measures of intelligence for giftedness identification. As minority and culturally diverse students continue to be underrepresented in gifted programs, it is reasonable to ask if increasing the prominence of creativity in gifted identification may help increase balance and equity. In this paper, we explore both layperson and psychometric conceptions of bias and suggest that adding creativity measures to the identification process alleviates both perceptions and the presence of bias. We recognize, however, the logistic and measurement-related challenges to including creativity assessments. SN - 1749-6632 UR - https://www.unboundmedicine.com/medline/citation/27434531/Creativity_in_gifted_identification:_increasing_accuracy_and_diversity_ L2 - https://doi.org/10.1111/nyas.13136 DB - PRIME DP - Unbound Medicine ER -