@article{ba3f4280817443c787d22f3186949f9b,
title = "Gifted, disadvantaged, unseen: a scoping study of giftedness, disadvantage and cultural difference in young adult learners",
abstract = "Gifted young people from disadvantaged backgrounds are often overlooked for gifted programs due to their relatively lower financial, social and cultural capital. One promising area of research is the reflexive analysis of the enablers and barriers for these students once they have successfully progressed to university. This scoping review examines current research into factors that hinder or enable gifted students from disadvantaged backgrounds to develop their latent talent and complete higher education. It drew on four education databases and analysed ten peer reviewed studies at the junction of giftedness; disadvantage; and young adults. The conclusion is that there is little current research on gifted, disadvantaged, young adult learners. This paper offers a new conceptualization of talent development through a lens of poverty.",
keywords = "Disadvantaged, Diversity, Exceptional ability, Gifted, Young adult",
author = "Katrina Reynen and Penny Round and Pearl Subban",
note = "Funding Information: There have been notable, yet ultimately ineffective attempts to address the social and cultural gulf between high and low socio-economic status in tertiary education (Paulus et al., 2021; Rosinger et al., 2021). One example is the selective institutions in the USA which provide ongoing financial support upon enrolment (Rosinger et al., 2021). Despite these selective colleges altering their admission practices to promote access for disadvantaged students, this has paradoxically resulted in ambiguous admissions criteria which favour students from socially privileged families (Rosinger et al., 2021).Well intentioned practices designed to increase inclusion in college education can perversely mitigate against low SES students in terms of attainment of symbolic capital of awards, graduations and overall academic success at a tertiary level (Rosinger et al., 2021). Renbarger and Long (2019) conclude that despite some promising practice, the variance in quality and accessibility of interventions are decisive factors in achieving college admission in the US for gifted, disadvantaged students (Renbarger \& Long, 2019). This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Publisher Copyright: {\textcopyright} 2023 The Author(s)",
year = "2023",
doi = "10.1016/j.ssaho.2023.100477",
language = "English",
volume = "7",
journal = "Social Sciences \& Humanities Open",
issn = "2590-2911",
publisher = "Elsevier",
number = "1",
}