Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis
<p dir="ltr">While research on underrepresented gifted students, such as those from low-income, minority, and linguistically diverse backgrounds, has informed identification strategies, little is known about their applicability to refugee students. Refugee children face unique challe...
محفوظ في:
| المؤلف الرئيسي: | |
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| منشور في: |
2025
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| الموضوعات: | |
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إضافة وسم
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| _version_ | 1864513531993391104 |
|---|---|
| author | Ali M. Alodat (22508036) |
| author_facet | Ali M. Alodat (22508036) |
| author_role | author |
| dc.creator.none.fl_str_mv | Ali M. Alodat (22508036) |
| dc.date.none.fl_str_mv | 2025-12-11T00:00:00Z |
| dc.identifier.none.fl_str_mv | 10.1177/00169862251392600 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/journal_contribution/Equitable_Identification_Practices_for_Gifted_Refugee_Students_A_Systematic_Review_and_Comparative_Thematic_Analysis/30869906 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Education Specialist studies in education gifted refugee students equitable identification underrepresented gifted learners culturally responsive assessment |
| dc.title.none.fl_str_mv | Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis |
| dc.type.none.fl_str_mv | Text Journal contribution info:eu-repo/semantics/publishedVersion text contribution to journal |
| description | <p dir="ltr">While research on underrepresented gifted students, such as those from low-income, minority, and linguistically diverse backgrounds, has informed identification strategies, little is known about their applicability to refugee students. Refugee children face unique challenges, including trauma, interrupted education, and acculturation stress, necessitating tailored approaches. This study examined equitable identification practices for gifted refugee students through a systematic review and comparative thematic analysis. The study synthesized findings from 26 empirical studies, identifying best practices such as universal screening, culturally responsive assessments, and nontraditional identification methods. Comparative thematic analysis reveals five core themes: identification practices, adaptations for equitable evaluation, identification challenges, impacts on student well-being, and limitations of existing methods. Findings highlighted that, while existing equitable practices can inform refugee student identification, additional modifications are required to address the distinct barriers these students face. The study emphasized the need for culturally and contextually relevant identification frameworks that recognize the diverse expressions of giftedness among refugee students. Policy and practice implications include adopting multimethod assessments, teacher training on gifted refugee identification, and developing flexible identification criteria to ensure inclusivity and fairness.</p><h2>Other Information</h2><p dir="ltr">Published in: Gifted Child Quarterly<br>License: <a href="http://creativecommons.org/licenses/by/4.0/" rel="noopener noreferrer" target="_blank">http://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://doi.org/10.1177/00169862251392600" target="_blank">https://doi.org/10.1177/00169862251392600</a></p> |
| eu_rights_str_mv | openAccess |
| id | Manara2_50486d71fcaa33acaa9e0d3bd53f3267 |
| identifier_str_mv | 10.1177/00169862251392600 |
| network_acronym_str | Manara2 |
| network_name_str | Manara2 |
| oai_identifier_str | oai:figshare.com:article/30869906 |
| publishDate | 2025 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic AnalysisAli M. Alodat (22508036)EducationSpecialist studies in educationgifted refugee studentsequitable identificationunderrepresented gifted learnersculturally responsive assessment<p dir="ltr">While research on underrepresented gifted students, such as those from low-income, minority, and linguistically diverse backgrounds, has informed identification strategies, little is known about their applicability to refugee students. Refugee children face unique challenges, including trauma, interrupted education, and acculturation stress, necessitating tailored approaches. This study examined equitable identification practices for gifted refugee students through a systematic review and comparative thematic analysis. The study synthesized findings from 26 empirical studies, identifying best practices such as universal screening, culturally responsive assessments, and nontraditional identification methods. Comparative thematic analysis reveals five core themes: identification practices, adaptations for equitable evaluation, identification challenges, impacts on student well-being, and limitations of existing methods. Findings highlighted that, while existing equitable practices can inform refugee student identification, additional modifications are required to address the distinct barriers these students face. The study emphasized the need for culturally and contextually relevant identification frameworks that recognize the diverse expressions of giftedness among refugee students. Policy and practice implications include adopting multimethod assessments, teacher training on gifted refugee identification, and developing flexible identification criteria to ensure inclusivity and fairness.</p><h2>Other Information</h2><p dir="ltr">Published in: Gifted Child Quarterly<br>License: <a href="http://creativecommons.org/licenses/by/4.0/" rel="noopener noreferrer" target="_blank">http://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://doi.org/10.1177/00169862251392600" target="_blank">https://doi.org/10.1177/00169862251392600</a></p>2025-12-11T00:00:00ZTextJournal contributioninfo:eu-repo/semantics/publishedVersiontextcontribution to journal10.1177/00169862251392600https://figshare.com/articles/journal_contribution/Equitable_Identification_Practices_for_Gifted_Refugee_Students_A_Systematic_Review_and_Comparative_Thematic_Analysis/30869906CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/308699062025-12-11T00:00:00Z |
| spellingShingle | Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis Ali M. Alodat (22508036) Education Specialist studies in education gifted refugee students equitable identification underrepresented gifted learners culturally responsive assessment |
| status_str | publishedVersion |
| title | Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis |
| title_full | Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis |
| title_fullStr | Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis |
| title_full_unstemmed | Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis |
| title_short | Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis |
| title_sort | Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis |
| topic | Education Specialist studies in education gifted refugee students equitable identification underrepresented gifted learners culturally responsive assessment |