Underrepresented Students in Gifted and Talented Education: Using Positive Psychology to Identify and Serve

Abstract

The representation gap in gifted and talented education poses a persistent challenge in educational systems worldwide. This theoretical manuscript presents the Bull’s Eye Model for Affective Development—Expansion (BEM-e) an innovative framework designed to address this gap. By incorporating elements from positive psychology, the BEM-e aims to identify and nurture traditionally underrepresented students who possess camouflaged gifted and talented abilities. Drawing upon the Engagement, Perseverance, Optimism, Connectedness, and Happiness model (EPOCH), along with measures of hope and metacognition, BEM-e provides a comprehensive approach to talent identification and service. The model emphasizes the holistic development of individuals by considering affective factors, engagement, perseverance, optimism, connectedness, happiness, hope, and metacognition. Additionally, dynamic assessment is integrated during the implementation of BEM-e modules, allowing for personalized and adaptive identification processes.

Keywords

• positive psychology
• giftedness
• talent
• identification
• underrepresentation
• talent development