„In the United Kingdom, in 2011, there were large differences in the prevalence of gifted and talented students. Of all Chinese students, 21% in state-funded primary schools and 25% of students in state-funded secondary schools were identified as being gifted and talented. Chinese students had the highest incidence of being identified as gifted and talented students. Of the majority population (white British), almost 11% in state-funded primary and 15% in state-funded secondary schools were identified as being gifted and talented.“
Samo Varsik u. a., Intersectionality in education: Rationale and practices to address the needs of students’ intersecting identities (2023), S. 51.