Learning Style Preferences of Gifted Minority Students

Abstract

The purpose of this study was to compare the learning style preferences among gifted African-American, MexicanAmerican, and American-born Chinese middle grade students, considering gender and grade levels. The subjects were randomly selected from seven Chicago public schools, and group-administered the Learning Style Inventory. A three-way analysis of variance revealed significant ethnic, gender and grade differences among gifted AfricanAmerican, Mexican-American and American-born Chinese students on several learning styles preferences. All three gifted groups were characterized by motivation, responsibility, and preferences for studying in the afternoon and bright light. A majority of the three groups also did not prefer noise, temperature (warm environment), auditory modality, structure, and authority figures. Findings of the study support and extend past research regarding the learning styles of gifted students. They render support for the provision of differentiated curricula for gifted minority students.

Deferential Differentiation

“…Other learner characteristics that have also been associated with gifted students’ instructional preferences. These include age (Chan, 2001; Hlawaty, 2009; Honigsfeld, 2001), gender (Hlawaty, 2009; Honigsfeld, 2001; Li & Adamson, 1992; Li & Bourque, 1987; Ristow et al, 1985), and culture (Ewing & Yong, 1992, 1993; Honigsfeld, 2001; Lee & Siegle, 2008-2009; Yong & McIntyre, 1992). Variations in methods and analyses preclude efforts to derive crisp, comprehensive summary statements across these studies, leaving subsequent research to explain inconsistent findings in future studies.…”

A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students

“…The curriculum/instructional strategies used in the 25 programs studied can be categorized into four areas: early intervention, best practices in gifted education, enrichment/challenge opportunities, and mentorships (Banks & McGee-Banks, 2001;Ewing & Yong, 1993;Kaplan, 1999;Maker & Schiever, 1989;Renzulli, 1994;Sleeter, 1990;Slocumb & Payne, 2000). Early intervention opportunities addressed discrepancies in students' early learning experiences and the knowledge necessary for subsequent placement in gifted programs.…”

Statistics Anxiety Among Female African American Graduate-Level Social Work Students

“…In addition, this study did not include a comparison group composed of males or non-African American participants; therefore, it is possible that anxiety levels would vary by gender and ethnicity. Also, differences in learning styles have been reported in some studies (Ewing & Young, 1992, 1993Hilliard, 1992;Matthews & Hamby, 1995;Melear & Richardson, 1994;Nuby & Oxford, 1996;White, 1992;Wilson, 1996).…”