The Editorial Word: Voz.
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| Title: | The Editorial Word: Voz. |
|---|---|
| Authors: | Castillo-Hermosilla, Hernán1 (AUTHOR) castilh@purdue.edu, Fernández Morgado, Alejandra A.2 (AUTHOR), Parra-Martínez, Andy3 (AUTHOR), Pereira, Nielsen1 (AUTHOR) |
| Source: | Journal of Advanced Academics. Aug2026, Vol. 37 Issue 3, p429-437. 9p. |
| Subject Terms: | *Gifted & talented education, *Educational equalization, *Psychological resilience, *Multilingualism, *Hispanic American students, *Multicultural education, Human voice |
| Geographic Terms: | Americas |
| Abstract: | This editorial introduces a special issue focused on "voz" (voice) as a unifying theme in research on Latiné students in gifted and talented education, highlighting their diverse experiences and systemic challenges. The issue features mixed-methods studies and testimonios that explore academic resilience, biliteracy, identity, and educational equity among Latiné youth across the Americas, emphasizing the need for culturally responsive identification practices and support systems. Contributions include analyses of gifted education access disparities, the impact of extracurricular programs, and the navigation of institutional barriers by Latiné scholars and families. The issue advocates for justice-centered, asset-based approaches that recognize multilingualism, cultural knowledge, and creative expression as integral to giftedness and calls for systemic reforms to better serve Latiné students. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This editorial introduces a special issue focused on "voz" (voice) as a unifying theme in research on Latiné students in gifted and talented education, highlighting their diverse experiences and systemic challenges. The issue features mixed-methods studies and testimonios that explore academic resilience, biliteracy, identity, and educational equity among Latiné youth across the Americas, emphasizing the need for culturally responsive identification practices and support systems. Contributions include analyses of gifted education access disparities, the impact of extracurricular programs, and the navigation of institutional barriers by Latiné scholars and families. The issue advocates for justice-centered, asset-based approaches that recognize multilingualism, cultural knowledge, and creative expression as integral to giftedness and calls for systemic reforms to better serve Latiné students. [Extracted from the article] |
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| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X261455566 |
