Gifted—Through Whose Cultural Lens? An Application of the Postpositivistic Mode of Inquiry

Abstract

Using a postpositivistic method of inquiry, this study examined themes that emerged in the language of Latino, African American, Native American, immigrant Asian, and low-income Anglo individuals as they nominated individuals for a hypothetical gifted program. Reflected values differed from group to group and differed considerably from those reflected in classroom teachers' language in an earlier study. The researcher theorized that value orientations of mainstream teachers, who make referrals for programs after initial screening procedures, preclude their valuing behaviors deemed valuable by nonmainstream individuals and also inhibit behaviors deemed gifted by teachers. Findings suggest that the mode of inquiry can be useful for those who seek new ways to conceptualize giftedness and who seek to explain phenomena, such as the underrepresentation of nonmainstream groups in gifted education.

Examining the Probability of Identification for Gifted Programs for Students in Georgia Elementary Schools: A Multilevel Path Analysis Study

“…Most nominations come from teachers (Hunsaker, Finley, & Frank, 1997). It is now widely believed that though the underlying dimensions of giftedness are universal (e.g., Frasier & Passow, 1994, listed 10 universal talents, abilities, and behaviors of gifted children), the expression of these qualities may be heavily influenced by a child's cultural and economic background as well as the child's immediate context (Peterson, 1999). Because teachers in most schools are of White middle-class backgrounds, they may not consistently recognize the signs of giftedness expressed in students of diverse cultural backgrounds.…”

Socioeconomic Stratification and Its Influences on Talent Development: Some Interdisciplinary Perspectives

“…Although IQ-based conceptions have their place (see Gross, 1993Gross, , 2000Pyryt, 1996), they tend to obscure broader conceptions of optimal mind development, especially in the eyes of the general public. Insights from sociological research support the work of scholars who question the heavy reliance on IQ-based identification procedures in gifted education and who look for broader ways to identify and nurture talent in underserved minority and disadvantaged populations (e.g., Baldwin, 1985;Borland, Schnur, & Wright, 2000;Borland & Wright, 1994Ford, 1996;Frasier, 1993;Peterson, 1999;Sarouphim, 1999;Sternberg et al, 1995). This expansion and clarification should encompass the role of genetics in optimal mind development because genetic and IQ-based conceptions ofintelligence and merit tend to go hand-in-hand.…”

“…For example, Peterson (1999) found substantial differences between mainstream definitions of giftedness and the ways in which some minority and disadvantaged groups perceive it. Some ideals of the minority and disadvantaged groups, such as humility and selfless community volunteerism, are consistent with altruistic, ego-transcending achievement exemplars such as those discussed by Piechowski (2002).…”

Some Thoughts on “Cultural Variation and Dominance in a Globalised Knowledge-Economy”

“…Considering that researchers have been investigating the cultural differences and the potential influences of these differences on giftedness research (Castellano & Frazier, 2010;Freeman, 2004;Peterson, 1999), we find ourselves unconvinced by the position that the giftedness research has diminishing credibility while researchers of even English-speaking countries have noticed the increasing diversity of their gifted population and are seeking to address emerging issues pertinent to cultural differences.…”