Skip to main content

Urban Education Faculty - Karen Arnstein

Karen B. Arnstein Assistant Professor

Karen B. Arnstein

Assistant Professor

Office: C440-K

​Dr. Arnstein received her doctorate in Curriculum & Instruction with a Specialization for the Gifted at the University of Denver. Prior to this, she worked with K-12 students and teachers for over a decade. Her past 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 school districts across the United States and internationally on topics such as classroom supports and pedagogy for twice-exceptional, identification, inclusive classrooms, effective differentiation, and the parental experience of grieving. She continues to serve in leadership roles for non-profit organizations. These roles include Research Committee Co-Chair for Supporting Emotional Needs of the Gifted (SENG) and as a Founding IRB Committee Member for Bridges Graduate School of Cognitive Neurodiversity. She has published articles, book chapters, and edited a book with international authors with more in peer-review.​

​University of Denver                                    Ed.D.                                       2020

University of Redlands                                M.A.                                         2017
Florida International University                B.A.                                         1994
Miami Dade College                                    A.A.                                          1991

​PED 3305: Understanding the Early Childhood through Twelfth Grade Learner

SOSE 4303: Issues in Urban Teaching

Academic Interests:
Dr. Arnstein's primary area of interest is in the identification and servicing of students who are twice-exceptional, those who are both gifted but also have a learning difference.

Arnstein, K. (2021, Winter). How Parents, Teachers, Psychologists, and Educational Environments Influence Developmental Transitions of Preadolescent Twice-Exceptional Students. In N. Hafenstein (Ed.), Perspectives in gifted education: Influences and impact of the Education Doctorate of gifted education II (Vol. 8, pp. 211–247). Office of the Daniel L. Ritchie Endowed Chair in Gifted Education, University of Denver.

Arnstein, K. B. (2021, March 24). Barriers Facing 2e Kids. 2e News.

Arnstein, K. (2020, January 15). Woman in the mirror: Accepting my own giftedness in pursuit of education for my little “square peg." The GHF Dialogue.

Pending Publications:
Piske, F. H. R., Arnstein, K. B., & de Cassia Nakano, T. (In review). The importance of teacher education to serve twice-exceptional (2e) students. Teaching and Teacher Education.

 Arnstein, K. B. (In press). The intersectionality of twice-exceptionality: Historic, current, and future perspectives. In F. H. R. Piske, K. H. Collins, & K. B. Arnstein (Eds.), Critical issues in servicing twice-exceptional students. Springer.

Arnstein, K. B. (In press) Reframing the future of 2e research: An introduction to Arnstein's Spiral Model of Development. In F. H. R. Piske, K. H. Collins, & K. B. Arnstein (Eds.), Critical issues in servicing twice-exceptional students. Springer.

Last updated 1/4/2022 5:16 AM