Are Gifted Programs for Elitists

Part A

When looking at the influence of media on the behavior of children and youth, particularly those with emotional or behavioral disorders, thee are several important points to keep in mind. For example, children and youth with emotional or behavioral disorders may be particularly susceptible to imitating behaviors seen in various media, including television, movies, and video games (Hallahan et al., 2022). With this in mind, here are two examples to show how media can affect young people’s behavior along with possible solutions.

Example 1: Normalization of Aggression

Media often portrays aggression and violence as acceptable responses to conflict, which can be particularly influential on children with emotional or behavioral disorders who may already struggle with aggression and hostility. Regular exposure to violent content in media can normalize such behavior, making it more likely for these children to imitate what they see on-screen.

Parents and teachers can intervene by monitoring and controlling the type of content these children are exposed to. Implementing strict guidelines about what is watched, and discussing the consequences of violence can help mitigate its normalization. Educational settings can incorporate programs that teach alternative, non-violent ways of handling conflicts, reinforcing these through role-playing and social skills training (Hallahan et al., 2022).

Example 2: Social Isolation

Excessive media use, particularly social media and video games, can lead to social isolation. For children with emotional or behavioral disorders, this isolation can exacerbate symptoms such as depression and withdrawal, reducing opportunities to develop necessary social skills (Hallahan et al., 2022).

Encouraging participation in structured social activities can help. Schools and community centers can offer clubs, sports, and other group activities that match the child's interests but also require cooperation and interaction. Parents and teachers can set limits on screen time, so that it does not replace face-to-face interactions and instead scheduling regular social interactions that build and enhance social skills.

To address these challenges, it is important for parents, educators, and caregivers to take an active role in mediating the relationship between media and children, especially those with emotional or behavioral disorders. Implementing comprehensive behavioral support systems in schools that include social skills training, along with active parental engagement in media education, can serve as effective strategies to reduce negative media influences and promote positive social development.

Part B

The proposition that gifted education is elitist and helps protect the social power status quo raises important considerations about equity and access in educational systems. The debate centers on whether gifted education serves primarily to reinforce existing social hierarchies by privileging those who are already advantaged, or whether it is a necessary provision for meeting diverse educational needs.

Argument for Elitism in Gifted Education

One major argument in favor of the proposition is that gifted education can be seen as elitist because it often benefits students who already possess socio-economic advantages. According to Hallahan et al. (2022), the identification of gifted students frequently relies on criteria that may favor students from certain backgrounds. This includes performance on standardized tests, which can be influenced by access to resources such as tutoring and enrichment activities that are more readily available to students from wealthier families. Additionally, the lack of a clear, universally accepted definition of giftedness can lead to the subjective selection of who benefits from these programs, which means possibly excluding equally capable students due to biases or lack of resources (Hallahan et al., 2022).

Argument Against Elitism

Conversely, proponents of gifted education argue that it is not inherently elitist but rather a necessary differentiation to meet the educational needs of all students. Hallahan et al. (2022) discuss the necessity of providing appropriate challenges to students who perform at the highest levels, which is akin to providing accommodations for students with disabilities. They argue that failing to do so can result in underachievement and disengagement from school. Furthermore, gifted programs that are thoughtfully designed and implemented can potentially recognize and foster talent from diverse backgrounds, including historically underrepresented groups, provided these programs are accessible and equitably resourced.

Social Power Status Quo

Gifted education also intersects with the maintenance of the social power status quo by predominantly serving students who are already positioned to succeed. This reinforcement of social strata is evident when gifted education aligns with existing educational inequalities that segregate students based on their intellectual and creative capacities, which are often assessed through culturally biased lenses. This can lead to a cycle where the same demographic groups continually access the advantages of gifted education, thereby perpetuating social disparities (Hallahan et al., 2022).