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

Abstract

It is not easy to separate the issues concerning gifted minority individuals from those issues that are a part of the total concept of education for the gifted. These issues evolve from both philosophical and pragmatic considerations related to all aspects of developing programs for the gifted, from defining the population to evaluating efforts to meet the needs of this population. Gifted students have often been referred to as the other minority, so I view this chapter as one that deals with "the other minority's minority."In this chapter the other minority's minority are those gifted individuals who might not be identified or have an opportunity to develop their full mental capacities due to such interacting variables as cultural diversity, socioeconomic deprivation, or geographic isolation. These interacting variables can occur singularly or in combination, as is shown in Figure 1. These variables can affect people's ability to recognize exceptional mental abilities among minority children because these exceptional abilities are often expressed in behaviors that deviate from those traditionally accepted as indicators of excellence in ability. The inability 223

Multiple criteria: The mandate and the challenge

“…There is wide agreement that multiple criteria or alternate criteria must provide the foundation for identification and programming of all potentially gifted students, regardless of their cultural and ethnic background, gender, wealth, language, and environment (Baldwin, 1985;Ford & Harris, 1991;Frasier, Garcia, & Passow, 1995;Gardner, 1988;Hadaway & Marek-Schroer, 1992;Patton, 1992;Plucker, Callahan, & Tomchin, 1996;Sternberg, 1988). The use of more than one data source effectively overcomes inherent difficulties in attempting to measure the various facets of gifted potential reflected in current definition of this construct.…”

Measurement issues in the screening and selection of the gifted

“…A fourth problem is bias in the selection process. Standardized tests are often biased against minority groups in terms of both content and atmosphere, and there is clear evidence that minority groups are underrepresented in programs for the gifted (Baldwin, 1985). Moreover, classification and placement decisions are also influenced by prior expectations, physical appearance and previous labeling.…”

Contributions of Gifted Education to General Education In a Time of Change

“…Baldwin (1985Baldwin ( , 1991; Callahan (1986Callahan ( , 1991; Feldhusen, VanTassel-Baska, and Seeley (1989); Fox, Brody, and Tobin (1983); Frasier (1989); Gay (1978); Karnes (1979Karnes ( , 1983; Kerr (1985); Maker and Schiever (1989); Ortiz and Volkoff (1987); Reis (1989); Reis and Callahan (1989); Torrance (1977); VanTassel-Baska, Patton, and Prillaman (1989); Whitmore (1980), and many others, have offered specific advice for identifying and developing talent in Black, Hispanic, Asian, and other minorities, as well as in underachievers, handicapped learners, and females. Currently, the National Research Center on Gifted/Talented Education, a 5-year, $7.5 million project funded by the federal government through the Javits grants and located at the University of Connecticut, the University of Virginia, the University of Georgia, and Yale University, is studying nationwide practices in working with such youngsters.…”