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Karen Arnstein (she/her/hers)

Postdoctoral Research Associate
Purdue University, California

Karen B. Arnstein, Ed.D. is a postdoctoral research assistant at Purdue University working on a Javits grant using positive psychology to identify underrepresented gifted and talented students. She received her doctorate in Curriculum & Instruction in Gifted Education from the University of Denver. Prior to this, she worked with K-12 students and teachers for over a decade. Her research examined how parents, teachers, psychologists, and educational environments impact the developmental transitions of preadolescent twice-exceptional (2e) students. She has presented to parents, teachers, and schools across the United States and internationally on topics that include classroom support for twice-exceptional students, paradigm shifts in pedagogy teachers experience, issues with identification, creating an inclusive classroom using restorative practices, effective differentiation, the parental experience of grieving, and the effect of subtle and overt communication has on 2e students. Karen currently serves as Co-Chair of the Research Committee for Supporting the Emotional Needs of the Gifted (SENG). She is also a Founding IRB Committee Member and Core Faculty at Bridges Graduate School of Cognitive Diversity in Education. Dr. Arnstein was recently elected as the Chair-Elect for the Special Populations special interest group (SIG) for NAGC. She has published articles, book chapters and edited a book with international authors with more in peer-review.

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