A Psycho‐educational Profile of Gifted Minority Group Students Identified Without Reliance on Aptitude Tests

Self‐Concept, Alienation, and Perceived Prejudice: Implications for Counseling Asian Americans

“…Sue & Kirk, 1973), that is, feeling isolated, rejected, and suspicious of others. Furthermore, as a group, Asian-American gifted children seem to score lower than do other minority populations on self-concept measures, which suggests that if individuals believe they are outsiders, then their self-images may suffer (Tidwell, 1981). Of course, still another interpretation of the lower selfconcept may be that cultural factors, such as valuing humility and modesty, contribute to less positive scores (White & Chan, 1983).…”

“…In addition, the Japanese and Chinese Americans seemed to place much value on the reputation of the family; therefore, to not shame the family, one must achieve both academically and economically (D.W. Sue, 1981). Such achievement-oriented attitudes and behaviors might be discordant with the feelings of alienation seemingly experienced by Asian Americans, and, in consequence, might negatively affect self-concept, as proposed by Tidwell (1981). White and Chan (1983) found that a sample of Chinese-American graduate students and professionals scored lower on the Wallace (1980) Self-concept Scale (WSCS) than did their White counterparts, but White and Chan (1983) interpreted the findings based on the role of culture.…”

“…On the Attitude Toward School Questionnaire (Sallander, 1975), the Asian-American group had a less favorable attitude toward school than did the other three racial groups, although the difference was not found to be significant. Tidwell (1981) believed that these findings may have resulted from the Asian Americans' " . .…”

Gifted Asian-American Students: Identification, Curricular, and Counseling Concerns

“…Due to possible cultural bias in specific instruments and data gathering techniques, the use of multiple methods for gathering information on multiple identification criteria is strongly suggested (Chen, 1989; M. Larson, 1989;Leung, 1986;Passow, 1986;Tanaka, 1989;Tidwell, 1979). Specific techniques mentioned by these authors include case studies,· interviews; portfolios; observations,· criterion-referenced tests; other test scores; biographical inventories,· and teacher, aide, parent, and peer nominations.…”

Programs for the gifted and talented: Issues concerning minority populations.

“…The change in the composition of the classes for the gifted caused some concern among educators regarding the students' feelings of alienation, self-concept, and school adjustment. As a result, Tidwell (1979) collected psychoeducational information on 193 Black, Asian, White, and Hispanic American 10th- Copyright American Psychological Association. Not for further distribution.…”