Berkeley Review of Education

For decades, gifted education equity advocates have sought to ameliorate the field’s long-standing issue of under-representation of students from historically marginalized communities. Little improvement has been realized in schools over this time (Peters, 2022). Recently, Novak (2022b) presented a GTCrit framework in a textbook primarily centered on race and directed towards gifted education practitioners and advocates; however, since critical frameworks have been largely lacking from gifted education research (Goings & Ford, 2018), and additional issues beyond race are present in the field, a broadening of Novak’s initially proposed framework may be beneficial in moving critical theories into research pertaining to gifted education. In this piece, I highlight the equity areas most relevant to the field of gifted education and build upon Novak’s (2022b) ideas to present a revised conceptual framework that could be applied to both practical settings and research about gifted education.