School Superintendents’ Perspectives Regarding Subordinates Developing, Utilizing, and Implementing Gifted Identification Equity

This study’s focus was the lived experiences of school superintendents about inconsistencies in gifted and talented education policy and ensuring the superintendents’ direct subordinates develop, utilize, and implement equitable gifted identification policies and practices, specifically for culturally, linguistically, and economically disadvantaged (CLED) students. Specifically, the researcher investigated the following: (a) the superintendents’ involvement in ensuring direct subordinates develop, utilize, and implement equitable gifted identification policies and practices for CLED students; (b) the superintendents’ involvement in ensuring their direct subordinates develop, utilize, and implement equitable gifted identification policies and practices for CLED students through professional development for those subordinates; and (c) superintendents’ views regarding the need for inclusiveness in policies and practices development, utilization, and implementation by their subordinates for gifted identification of CLED students. Purposive sampling was used in this qualitative study to identify 10 superintendents and their school districts in suburban North Texas. Data were collected through field-tested interviews and semistructured interviews, both with individuals and with a focused group. Data also included an analysis of each school district’s gifted identification policies, economically disadvantaged population, and gifted enrollment population. Through narrative analysis, four themes were developed: framing and advocating equity, goal-setting and monitoring, broadening identification and support, and addressing stakeholder deficit mindsets. The findings indicated that the superintendents did not have negative views about CLED students’ giftedness. Also, they did recognize the need for additional supportive measures, which they should lead to ensure the students receive equitable gifted identification. Furthermore, the superintendents noted that CLED students who remained in gifted programs received more support, improving their chances to remain when identified as gifted. The superintendents pressed to advocate for their subordinates to embed equity and support throughout the gifted identification process. A recommendation is utilizing authentic and transformative leadership to ensure subordinates develop, implement, and utilize equitable gifted identification methods for CLED students