Cultureblindness Must End to Reverse Underrepresentation Among Black and Hispanic Students in Gifted and Talented Education.

The article focuses on addressing the persistent underrepresentation of Black and Hispanic students in gifted and talented education (GATE) programs by advocating for culturally responsive practices among educators, including teachers, administrators, and school counselors. It highlights how educators' biases, deficit thinking, and reliance on culturally biased assessments contribute to inequitable identification and placement of minoritized students in advanced learning opportunities such as Advanced Placement (AP), International Baccalaureate (IB), and honors courses. The authors emphasize the importance of cultural competence—defined through dispositions, knowledge, and skills—and describe the process of culture shock educators may experience when adapting to students' diverse cultural backgrounds. Recommendations include involving school counselors in equitable identification processes, using culturally responsive and universal screening assessments, collaborating with families, and fostering educators' cultural agency to improve recruitment, retention, and success of Black and Hispanic students in GATE programs.