Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis
Year: 2025
Type: review
Study design: Systematic Review
Abstract: While research on underrepresented gifted students, such as those from low-income, minority, and linguistically diverse backgrounds, has informed identification strategies, little is known about their applicability to refugee students. Refugee children face unique challenges, including trauma, interrupted education, and acculturation stress, necessitating tailored approaches. This study examined equitable identification practices for gifted refugee students through a systematic review and comparative thematic analysis. The study synthesized findings from 26 empirical studies, identifying best practices such as universal screening, culturally responsive assessments, and nontraditional identification methods. Comparative thematic analysis reveals five core themes: identification practices, adaptations for equitable evaluation, identification challenges, impacts on student well-being, and limitations of existing methods. Findings highlighted that, while existing equitable practices can inform refugee student identification, additional modifications are required to address the distinct barriers these students face. The study emphasized the need for culturally and contextually relevant identification frameworks that recognize the diverse expressions of giftedness among refugee students. Policy and practice implications include adopting multimethod assessments, teacher training on gifted refugee identification, and developing flexible identification criteria to ensure inclusivity and fairness.
Source: Gifted Child Quarterly
Author: Ali M. Alodat
Institution: Qatar University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $1,400
OpenAlex ID: W4417262250