Culturally and Linguistically Diverse Gifted StudentsDO THEY FALL THROUGH THE CRACKS?

Reference: Edwards L., Flynt P., Knight S., Lay R., & Stockman D.

Watch the Video

Identifying Akeelah

Who are the ‘Culturally and Linguistically Diverse’?

“Culturally diverse students…are those being reared in any group that differs significantly in values and attitudes from the dominant culture.” (Barbara Clark, Growing Up Gifted, p. 499.)

They share a common thread of high intelligence, creativity, and need to be provided opportunities to develop their gifted talents as others that have been deemed gifted learners.

“Misunderstanding cultural cues between teachers and students can inhibit learning in the classroom.”

(Donna M. Gollnick and Philip C. Chinn, Clark 2002)

Races/EthnicitiesAsianHispanicAfrican American (Non-Hispanic)Native American/AlaskanPacific IslanderWhite (Non-Hispanic)

Characteristics and Challenging Behaviors

The characteristics, behaviors and problems faced by these diverse students do not differ much from the average gifted learner. They share identifying characteristics of gifted learners (i.e., highly intelligent, learn rapidly, curious, questioning, independent).

They may present challenging behaviors and have some of the same problems as other gifted. They can become bored, resist conformity of social norms because of cultural beliefs, languages, family traditions and pressures from their own peer groups. Even their socioeconomic conditions may present challenging behaviors and problems.

(Clark, 2013)

What Can Lead to Underachievement?

Sociopsychological Factors of Underachievement

Racial identity (positive or negative image?) Forced choice between academic achievement and racial affiliation? (i.e., ‘acting white’)

Students may believe external social factors trump their internal choices and attitudes Donna Y. Ford and Antoinette Thomas, Gifted Education Digest, June 1997

Racial Identity

Family Related Factors That Contribute to UnderachievementParental attitude toward educationParental involvementParental expectations of childParents’ confidence in their own skills as parents

School-related Factors that contribute to UnderachievementInsufficient training for teachers of both the multicultural and giftedSuch teachers are less likely to identify and refer students for gifted testingAcademic competition

Preventing and Reversing Underachievement

“Interventions for gifted minority students must consider social-psychological, family, peer, and school related factors.”(Ford and Thomas, 1997)

Define the underachievement in qualitative and quantitative terms. (Cite specific behaviors and get data.)

Enhance self-perception (both academic & social), self-esteem, and racial identity

Preventing and Reversing Underachievement

Improve time-management, organization, study skills, and

test-taking skills. Train teachers to meet the needs of gifted multicultural

students

(Ford and Thomas, 1997)

Native American Learners Studies of Native American learners found that that often work well in groups, are good mediators, and communicate effectively. The children are found to accept responsibility, discipline, leadership and are quite resourceful.

Native American LearnersValue oral traditions – can create stories, poems, and legends. Such practices result in well-developed intuitive ability, excellent memory and good spatial ability.Understand design and symbols as communication and often talented in the visual arts. Personal and conservationist attitudes toward nature. Seem to learn best holistically and often have long attention spans.

Native American Learners

Educators should consider:Using storytelling, metaphor, and myths as media for

delivering informationDeveloping personal and group goals relevant to those of

the tribal community as well as the studentProviding visual and spatial experienceTeaching from whole to details Exploring and honoring belief in collective tribal self as

an alternative world view; use intuitive ability in learning experiences.

Hispanic Learners Predicted to be the nation’s largest ethnic group in the 21st century.Populations share strong cultural beliefs, a common language, and similar traditions.Heavily immersed in poverty.Family socialization practices do not encourage autonomy – Leads to lack of development of a separate sense of identity, especially for girls.Oral tradition is valued.

Hispanic LearnersStrengths in learning attitudes and abilities:

Ability to easily learn a second language and fluent communication with peers.Supportive families who value educationShow unusual maturity and responsibilityEager to try new ideasHistorically this group has been poorly represented in gifted education.

African-American LearnersMany African American gifted children continue to confound those who attempt to identify and nurture their talents.The educational strengths or problems found in this population seem to be more a function of the socioeconomic status of the student than of the ethnic culture.Ford(1994) suggests guidelines for recruiting and retaining African-American students in in gifted programs that include identifying and serving them…

… early; involving parents and family members early, consistently and substantively in the process; and providing comprehensive services to increase the belonging and ownership in gifted programs.

Researchers (Baldwin, Bowman, Ford and Frasier) have found that children in this population are often resourceful, self-sufficient, and people oriented. They seem to learn quickly and show good retention when opportunities for physical action and experience are part of the learning. They add rich imagery to language and project imagination and humor.

African-American Learners

AsianStrong family values toward educationIntuitive learnersRespect for their teachers and other adultsHighly self-motivated & self-disciplineSerious and caring attitudes toward families

Testing Bias There’s a great deal of concern and debate about the low performance of culturally, linguistically and diverse students on standardized tests, as well as their under representation in gifted education. Low test scores often prevent diverse students from being identified as gifted.

Many test developers have gone to great lengths to decrease or eliminate culturally biased test items. Controversy over testing still exists.

Guiding Principles for Equitable, Culturally Responsive Assessment

Every school system must be committed to equity in finding potentially gifted students.

Test bias and test fairness should be explored. Just because a test is unbiased doesn’t always mean it is fair.

Other relevant information should be taken into account if it will enhance the overall validity of the decision of the test score.

Guiding Principles for Equitable, Culturally Responsive Assessment

A wide range of information about the test taker should be taken into consideration on their performance, (i.e. cultural background, language, racial ethnicity, socioeconomic background).

Every effort must be made to eliminate prejudice, racism, and inequities.

Test scores should be used to help students, not hurt them

(Donna Y. Ford, 2005)

What can we do to help these children?

Reflection