National Collegiate Honors Council
Journal of the National Collegiate Honors Council Online Archive
Date of this Version
2022
Document Type
Article
Citation
Journal of the National Collegiate Honors Council, 2022, 23(2): 45–53
Abstract
Gifted education and honors education often parallel one another. By using a theoretical construct from gifted education as guidance, honors colleges could adjust their programs to spark interest and expedite talent development of minorities in STEM and health preprofessional tracks. Small improvements include adjusting advising models, using phenomena-based teaching practices to frame science content in a more feminine context, and making room for indigenous epistemologies in coursework. Adjustments to honors programs may bridge the gap between honors and preprofessional tracks while helping to increase diversity in STEM professional fields.
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