Gifted but Left Behind: Socioeconomic Barriers Facing Disadvantaged Gifted Children in Türkiye
Year: 2025
Type: article
Abstract: Introduction: This study examines the barriers faced by gifted children from socioeconomically disadvantaged families in Türkiye in gaining access to specialized talent development programs, specifically Science and Art Centers (BILSEM). Bronfenbrenner’s ecological systems theory provides the theoretical framework for understanding the multilayered challenges within children's environments.Method: In this study, we used a qualitative research design and conducted a reflexive thematic analysis. We collected data through semi-structured interviews with seven BILSEM teachers, seven classroom teachers, ten school counselors, and eight school principals working in schools serving low socio-economic communities.Results: The findings revealed that families have the most significant influence on children's participation in BILSEM, followed by factors related to the child, school, and teacher roles, as well as the structural attributes of BILSEM. Four overarching themes emerged: (1) The typical Family Profile (financial constraints, parental education, support, priorities, and awareness); (2) The child’s Perspective (academic readiness, environmental limitations, aspirations, and needs); (3) The school and Teacher Impact (engagement, school quality, teacher advocacy, and resources); and (4) The position of BILSEM (program image, costs, accessibility, intended audience, and selection procedures).Discussion: The interaction between systemic disadvantages and limited access to information or support significantly hinders the identification and development of gifted children in disadvantaged settings. Schools and institutions often unintentionally reinforce these inequalities. Conclusion: Socioeconomic disadvantage forms complex and layered barriers that restrict gifted children's identification and participation in BILSEM programs. Addressing these barriers requires systemic interventions involving families, schools, and policy structures.
Authors: Semra Uçar, Umut Haydar Coşkun
Institutions: Erciyes University, Ministry of Justice
Language: Turkish
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4416715552