“There Is No Need for My Child to be Gifted”: Bedouin Parents’ and School Principals’ Constructions of Giftedness

Abstract

Like other children from underserved populations, Bedouin children are severely underrepresented in gifted education. Although socioeconomic and educational disparities in Bedouin society are well recognized, very little is currently known about the role of families and schools in the identification and participation of Bedouin children in gifted education. Guided by a culturally responsive perspective on giftedness, we examined how Bedouin parents and school principals perceive giftedness and how such perceptions shape decision-making processes regarding children’s referral to and participation in gifted education. The study included semi-structured interviews with 11 parents (6 mothers and 5 fathers) and 5 primary school principals (3 men and 2 women). Thematic analysis was used to identify patterns of meaning across the dataset. Our results suggest that economic barriers to Bedouin children’s participation in gifted education intersect with sociocultural perceptions, such as constructing giftedness as an innate trait and as a form of Whiteness. We conclude with recommendations for interventions to reduce social disparities in gifted education.