ABSTRACT
An understanding of the history of gifted education is integral to knowing how the field works in contemporary times. The hereditarian and eugenic beliefs that the foundational scholars in the field held left a residue on the field and one that modern-day scholars and educators should be aware of as they approach their own work. Over its more than 100-year history, gifted education has experienced periods of growth and evolution only to be stagnated by forces outside the field (e.g., varying legislative support) or lack of consensus with the field. Two decades into the 21st century, scientific findings, social movements, and acceptable cultural norms and understandings have changed how gifted education is regarded. This chapter highlights how the field has been at these inflection points before but with the different foci and purposes, which ultimately still influence and impact current research and practice.
