Abstract
While Robinson argues that we are sacrificing the needs of gifted students—“we are punishing the innocent for the sins of a society that has been unable to conquer these problems” (p. 251)—I propose a different argument: We are punishing diverse students, also innocent victims, for the sins of a society and an educational system that have not adequately addressed historical and contemporary social injustices. Minority students who are gifted and have the potential to achieve at higher levels are being denied opportunities to participate in gifted education for numerous reasons. This position is followed by examples of such ills and recommendations that support and build upon those provided by Robinson to solve or resolve problems associated with the unnecessary competition between excellence and equity and between gifted education and diversity. I think that the different positions held by Robinson and myself both point to one central question: “How can schools provide all young people with certain basics that are necessary to their common citizenship and, at the same time, give them the diverse opportunities and treatment that their differential abilities require?” (Gardner, 1984, p. 89).
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