title: Creativity in gifted identification: increasing accuracy and diversity.
abstract: Many federal definitions and popular theories of giftedness specify creativity as a core component. Nevertheless, states rely primarily on measures of intelligence for giftedness identification. As minority and culturally diverse students continue to be underrepresented in gifted programs, it is reasonable to ask if increasing the prominence of creativity in gifted identification may help increase balance and equity. In this paper, we explore both layperson and psychometric conceptions of bias and suggest that adding creativity measures to the identification process alleviates both perceptions and the presence of bias. We recognize, however, the logistic and measurement-related challenges to including creativity assessments.
authors.affiliation: Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut.
authors.forename: Sarah R
authors.initials: SR
authors.lastname: Luria
authors.affiliation: Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut.
authors.forename: Rebecca L
authors.initials: RL
authors.lastname: O'Brien
authors.affiliation: Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut. james.kaufman@uconn.edu.
authors.forename: James C
authors.initials: JC
authors.lastname: Kaufman
mesh_terms: D002648:Child; D002672:Child, Gifted / Q000193:education* / Q000523:psychology; D003405:Creativity; D018864:Cultural Diversity; D000068598:Data Accuracy; D006801:Humans; D007360:Intelligence / Q000502:physiology; D008913:Minority Groups / Q000193:education* / Q000523:psychology; D013334:Students / Q000523:psychology
keywords: creativity; diversity; fairness; giftedness