GCQ Top Articles

Below you will find a list and links to the top read Gifted Child Quarterly (GCQ) articles from the past year. All the articles are open to non-NAGC members.  NAGC Premier Members receive complimentary access to GCQ's full database and current issues.

Poverty, Academic Achievement, and Giftedness: A Literature Review 
Paula Olszewski-Kubilius and Susan Corwith, January 2018 – Vol 62, Issue 1

"In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices...."

An Examination of High-Achieving First-Generation College Students From Low-Income Backgrounds
Thomas P. Hébert, January 2018 – Vol 62, Issue 1

"Experiences of 10 high-achieving first-generation college students from low-income backgrounds were the focus of this qualitative research study. Family adversity and difficult personal experiences during adolescence were major themes; however, students benefitted from emotionally supportive...."

Giftedness in the Making: A Transactional Perspective
C. Owen Lo, Marion Porath, Hsiao-Ping Yu, Chen-Ming Chen, Kuei-Fang Tsai, and I-Chen Wu, July 2019 – Vol 63, Issue 3

"Over the past century, strong applications of psychometrics have resulted in an ideology and practices of identification in the field of gifted education. In recent years, an alternative ideology that construes giftedness in an inclusive light….”

Deferential Differentiation What Types of Differentiation Do Students Want?
Lannie Kanevsky, October 2011 – Vol 55, Issue 4

“Deferential differentiation occurs when the curriculum modification process defers to students’ preferred ways of learning rather than relying on teachers’ judgments. The preferences of 416 students identified as gifted (grades 3-8) for features of differentiated curriculum….”

A Meta-Analysis of Gifted and Talented Identification Practices
Jaret Hodges, Juliana Tay, Yukiko Maeda, and Marcia Gentry, April 2018 – Vol 62, Issue 2

“Researchers consider the underrepresentation of Black, Hispanic, and Native American students is largely due to the use of traditional methods of identification (i.e., IQ and standardized achievement tests). To address this concern, researchers created….”

Parenting Styles and Adjustment in Gifted Children
Vassiliki Pilarinos and C. R. Solomon, January 2017 – Vol 61, Issue 1

“The present study examined the relationship between parenting styles and the psychosocial adjustment of 48 children aged 7 to 11 years, each of whom had been identified as gifted on the basis of a score of 130 or above on the Wechsler Intelligence Scale for Children–Fourth Edition. Parenting styles and child psychosocial adjustment….”

A Comparison of Perceptions of Barriers to Academic Success Among High-Ability Students From High- and Low-Income Groups: Exposing Poverty of a Different Kind
Jennifer Riedl Cross, Andrea Dawn Frazier, Mihyeon Kim, and Tracy L. Cross, January 2018 – Vol 62, Issue 1

“In 14 focus group interviews, sixth- to eighth-grade high-ability students from high- (n = 36) and low-income (n = 45) families were asked to describe the barriers they perceived to their academic success. Three themes were identified through….”

Achievement Unlocked: Effective Curriculum Interventions With Low-Income Students
Joyce VanTassel-Baska, January 2018 – Vol 62, Issue 1

“This article explores the world of curriculum intervention for gifted students from low-income and culturally diverse backgrounds. It delineates both general and specific approaches to practices that can be used in classrooms and beyond. Affective and conative….”

Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students
Rashea Hamilton, D. Betsy McCoach, M. Shane Tutwiler, Del Siegle, E. Jean Gubbins, Carolyn M. Callahan, Annalissa V. Brodersen, and Rachel U. Mun, January 2018 – Vol 62, Issue 1

“Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series….”

Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues
Jonathan A. Plucker and Scott J. Peters, January 2018 – Vol 62, Issue 1

“The number of economically vulnerable students in the United States is large and growing. In this article, we examine income-based excellence gaps and describe recent controversies in the definition and measurement of poverty, with an eye toward their application….”