Name: ________________________ Date: _____________

Read and follow the directions.1. Write your name in the middle of the page.2. Draw a circle around your name.3. Turn the circle into a flower. 4. Write your birth date on the top petal of the

flower.5. Sit quietly.6. Do not share your work.

DO THEY FALL THROUGH THE CRACKS?

Culturally and Linguistically Diverse

Gifted Students

Laurie Edwards, Patsy Flynt, Shannon Knight, Rosemary Lay and Doris Stockman

September 26, 2011

Identifying Akeelah

http://www.reelz.com/trailer-clips/13642/akeelah-and-the-bee-trailer/

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/Ethnicities

AsianHispanicAfrican American (Non-Hispanic)Native American/AlaskanPacific IslanderWhite (Non-Hispanic)

FCSS Enrollment by Race/Ethnicity

FCSS Identified Gifted Students

FCSS Total Enrollment (37,285) by

Race/Ethnicity

Portion of Race/Ethnic

Group Identified as Gifted

Portion of FCSS Total Identified Gifted Students

(6,738)

Hispanic 4,463 5.7% (254) 3.8%

Asian 2,795 28.8% (804) 11.9 %

Black (Non-Hispanic) 952

6.3% (60) 0.9 %

Native Amer./Alaskan 161

11.2% (18) 0.3 %

Multi-Racial 966 18.9% (183) 2.7%

Pacific Islander 23 8.7 % (2) 0.03 %

White (Non-Hispanic) 27,925

19.4% (5,406) 80.2%

VCE Enrollment by Race/Ethnicity

VCE Identified Gifted Students = 137

VCE Total Enrollment (1,185)

by Race/Ethnicity

Portion of Race/Ethnic Group Identified as Gifted

Portion of VCE’s Identified Gifted Students (137)

Hispanic 75 2.7% (2) 1.5%

Asian 75 18.7 % (14) 10.2%

Black (Non-Hispanic) 23

4.3% (1) 0.7 %

Native Amer./Alaskan 0 0 0

Multi-Racial 23 8.7% (2) 1.5%

Pacific Islander 0 0 0

White (Non-Hispanic) 988 11.9% (118) 86.1%

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, 2002

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 Underachievement

Parental attitude toward educationParental involvementParental expectations of childParents’ confidence in their own skills as

parents

School-related Factors that contribute to Underachievement

Insufficient training for teachers of both the multicultural and gifted

- Such teachers are less likely to identify and refer students for gifted testing.

• Academic 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 Learners

Value 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.

Native American Learners

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 information - Developing personal and group goals relevant to

those of the tribal community as well as the student - Providing visual and spatial experience - Teaching 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 Learners

Strengths 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 ideas

Historically this group has been poorly represented in gifted education.

.

African-American Learners

Many 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.

Asian

Strong 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 themDonna Y. Ford, 2005

What is FCSS doing to ensure equitable,

culturally responsible assessment?

Do Culturally and Linguistically Diverse Gifted Learners Fall Through the Cracks?

Race/Ethnic Group

Percentage of FCSS Enrollment

Percentage of FCSS Identified Gifted

Percentage of VCE Enrollment

Percentage of VCE Identified Gifted

Hispanic 11.97% 3.8% 6.33% 1.5%

Asian 7.5% 11.9 % 6.33% 10.2%

Black (Non-Hispanic)

2.55% 0.9 % 1.94% 0.7 %

Native Amer.Alaskan

0.43% 0.3 % 0 0

Multi-Racial 2.59% 2.7% 1.94% 1.5%

Pacific Islander 0.06% 0.03 % 0 0

White (Non-Hispanic)

74.9% 80.2% 83.38% 86.1%