Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking

Ford, Donna Y.; Grantham, Tarek C.

doi:10.1353/tip.2003.0028

Cited by 34 publications

(39 citation statements)

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“…This model infers that these students, otherwise equal to their peers, are somehow lacking intellectually. An alternative to the deficit model, the dynamic model , calls on instructors to consider those individual characteristics of students that might alter their experience of the learning environment and hinder their conceptual learning (Ford and Grantham, 2003). Instructors shifting from a deficit model to a dynamic model in an undergraduate biology classroom would consider not only cognitive aspects of learning but also affective aspects of learning that may influence students' success.…”

Section: Investigating the Student Experience Can Be Important In Biomentioning

confidence: 99%

Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

Trujillo

Tanner

2014

LSE

308

241

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Section: Investigating the Student Experience Can Be Important In Biomentioning

confidence: 99%

Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

Trujillo

Tanner

2014

LSE

308

241

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“…It is important that every precaution should be taken to ensure that such experiences are nonjudgmental by all parties involved so that efforts at addressing potential and actual biases are improved favorably. This suggestion, which is supported in the literature (Baldwin, 2002;Ford & Grantham, 2003;Ford, Howard, Harris, & Tyson, 2000;McBee, 2006;Morris, 2002;Renzulli & Reis, 1997), concludes that negating a cultural deficit approach and embracing a cultural difference model is beneficial particularly for CLD populations. According to Briggs, Reis, and Sullivan (2008), such an approach tends to avoid "value judgments about cultural beliefs and behaviors; and presents various cultures, including the dominant culture, as parallel or cocultures .…”

Section: Professional Teacher Developmentmentioning

confidence: 80%

An Often-Neglected Issue in Consideration of Gifted African American Millennial Students: Implications for School Planning and Policy

Mattai¹,

Wagle²,

Williams³

2010

Gifted Child Today

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Millennials, which includes persons born between 1982 and 2002, often have been characterized as a mixed bag with two overarching variables used in describing this population: the diverse nature of the group and the closeness that exists between them and their parents. In the case of the latter, millennials have a closeness to their parents who tend to belong to the groups euphemistically referred to as "Baby Boomers" and "Generation Xers" and who have very high expectations for their children. In their endeavor to realize these expectations for their children, parents pursue educational objectives for their children alone rather than in cooperation with other parents who may be like-minded. In the case of diversity, few articles discuss the special needs of students who are not regarded as mainstream students in American schooling-those who are culturally and linguistically different (CLD).The scarcity of discussions of CLD millennial students is especially evident when attention is paid

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“…There are a plethora of reasons that lead to underrepresentation, but researchers feel that a deficit view of diverse students contributes most heavily to it (Ford & Grantham, 2003). Furthermore, scholars suggest that other contributing factors to underrepresentation include the use of traditional assessments and the lack of teacher referrals (Ford et al, 2008).…”

Section: Justification For the Sem And Enrichment Clustersmentioning

confidence: 99%

Using Enrichment Clusters to Address the Needs of Culturally and Linguistically Diverse Learners

et al. 2016

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Using data from teacher interviews, classroom observations, and a professional development workshop, this article explains how one component of the schoolwide enrichment model (SEM) has been implemented at a culturally diverse elementary school serving primarily Latina/o and African American students. Based on a broadened conception of giftedness, the SEM incorporates enrichment clusters, which are designed to expose students to a variety of topics that would not ordinarily be covered in the regular curriculum. The goal of enrichment clusters is for students to engage in active learning under the direction of the cluster facilitator, who encourages inductive and cooperative approaches to problem-solving and higher order thinking skills. At our investigation site, enrichment clusters are inclusive of all students, providing access to gifted methods and challenging curricula for Latina/o and African American students, who are typically underrepresented in gifted programming.

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Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking

Cited by 34 publications

References 0 publications

Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

An Often-Neglected Issue in Consideration of Gifted African American Millennial Students: Implications for School Planning and Policy

Using Enrichment Clusters to Address the Needs of Culturally and Linguistically Diverse Learners

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