Need strong evidence of lower incidence of neurodivergence in kids of color and higher co-occurrence of giftedness + neurodivergence

To edit the title: "lower incidence of neurodivergence identification in kids of color"

Hi everyone! So, my kids' school district is conducting a "root-cause analysis" of our district's gifted program and asking for people to apply to be on the committee for it. The reason for this--which people have been pointing out to them for well over a decade--is that the racial makeup of the students in the gifted program does not come close to being representative of the makeup of the district's population as a whole. Namely, our school district is 80% black and our gifted program is majority white. For years they've been saying they use gifted assessments that come from the state and should be "free of bias" and have been working to identify kids earlier as well, but nothing that they've done has resulted in outcomes that better reflect the demographics of the district.

I'm thinking of applying to be on the committee, but I'm anticipating that my perspective won't be welcomed because it would ask to bring in another factor -- neurodivergence -- and this could be problematic because it may require a completely different approach to the kind of services the gifted program offers to students.

So, some context on me. In first and second grade my daughter struggled with reading and getting schoolwork done in a timely manner. At first I thought she may be dyslexic, and after multiple attempts to get the school to take me seriously, I got them to assess her, in which they also conducted a cognitive abilities assessment. They found that she scored in the 99th percentile for the latter but did not score high enough on reading and other factors to merit a dyslexia diagnosis. So they were like, "Congratulations! She's gifted! Bye." (This isn't literally what they said.) And I was even more confused because the question now was even more pressing: If she's so smart, why is she struggling so much?

Enter the pandemic, and with her at home, I got to see firsthand how much she struggled with executive function. Her teacher said she needed to work on her ability to organize, so I was googling "organizers for elementary students" and many of the results came back talking about ADHD. Which confused me because she didn't present at all like what I thought ADHD looked like. So I called a friend whose daughter has ADHD, and she told me, "Yeah, ADHD presents differently in girls and that's why they're underdiagnosed and not getting the help they need." Lightbulb moment for me.

Thus began my neurodivergence journey. Fast forward 3.5 years, and my daughter has the accommodations she needs and gets straight A's and loves school. I started on a journey on my own and am now self-identified autistic. And I noticed that most of the students in my kids' gifted classes (my middle child is also identified as gifted) present with A LOT of neurodivergent characteristics. So from what I've observed, the gifted program is predominantly a program for ND kids, with a sprinkling of high-achieving NT kids whose parents worked very hard to get them into the gifted program because (although they'll never admit it) they want a private-school education with a public-school cost.

My daughter is "twice exceptional." Lucky for me, school officials focused on the gfited part of that and accommodated the ND part of that. It may be that she was viewed through this lens because she's white. But along with these gifted programs, there are also interventions for students with "problem behavior": can't sit still, can't focus, has outbursts, is disruptive, etc. And the classrooms for these kids are 100% black. I'm sure that, due to unconscious bias, many young children of color are seen as having behavior issues and, thus, discipline measures are taken, while white kids (i.e., white boys) with the same behaviors are seen as possibly ADHD or ASD and an assessment is recommended.

Back to my original intention: I'm thinking of applying to this committee that only wants to look at gifted identification and race so that I can throw in a third (and I believe significant) factor: neurodivergence. And because of this, I expect resistance: "That's not what we're here to discuss." Because if this discussion happens, then we may need to also reassess the gifted program: Should it just primarily be about accelerated curriculum, or should it focus more on serving the unique learning and social-emotional needs of the majority of the students in it?

The point of all this:
If I were to apply to serve on this gifted root-cause analysis committee and throw this wrench into the proposed discussion, I need a respectable amount of research and statistics to back up my argument. I've found a little with googling. But I'm wondering if anyone can point me toward any studies or statistics that may be a little harder to find but are definitely compelling and worth including?

Thanks in advance!!!