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

Ford, Donna Y.; Grantham, Tarek C.

doi:10.1207/s15430421tip4203_8

Cited by 170 publications

(101 citation statements)

References 10 publications

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“…Demographic factors have been consistently linked with gifted program enrollment (Esquivel & Nahari, 2000). In fact, the under-representation of minorities enrolled in gifted programs has been an ongoing concern (Ford & Grantham, 2003). Under-representation has been tied to SES in that children whose parents have lower education (a proxy for lower SES) are less likely to attain high scores on tests of academic achievement (Greenberg, Lengua, Coie, & Pinderhughes, 1999) and cognitive ability (Suzuki & Valencia, 1997).…”

Section: Ses Ethnicity and Gendermentioning

confidence: 99%

“…Thus, the disparities that are evident in gifted program enrollment may be a function of fewer resources being available to children from poor families prior to the entrance into school (Bradley, Corwyn, McAdoo, & Coll, 2001) as well as functions of both environments in early childhood and a bias inherent in the gifted identification process found in the gifted literature (Ford, 1995;Ford & Grantham, 2003). For this very reason it is important to bolster children's skills prior to school entry to address achievement gap issues (Hamre & Pianta, 2005).…”

Section: Does the Relationship Between Children's Social Competence Amentioning

confidence: 99%

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The role of social competence in predicting gifted enrollment

Curby

Rudasill

Rimm‐Kaufman

et al. 2008

Psychology in the Schools

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The purpose of this study is to examine how children's starting level and development of social competence (i.e., task orientation and peer sociability) during kindergarten and first grade predict gifted program enrollment by third grade, even after considering children's cognitive ability. A second purpose is to examine the extent to which the relationship between children's social competence and gifted program enrollment differs depending on children's socioeconomic status (SES), ethnicity, and gender. Latent growth curve analyses conducted on 347 children revealed that students enrolled in gifted programming were not only those high in cognitive ability, but also those showing early task orientation. Neither peer sociability's initial status nor growth was a significant predictor of gifted enrollment. Multigroup comparisons demonstrated different predictive paths for higher versus lower SES groups. Implications are discussed including important questions raised by this study and the need for teacher training in the identification of giftedness. C 2008 Wiley Periodicals, Inc.

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Section: Ses Ethnicity and Gendermentioning

confidence: 99%

Section: Does the Relationship Between Children's Social Competence Amentioning

confidence: 99%

The role of social competence in predicting gifted enrollment

Curby

Rudasill

Rimm‐Kaufman

et al. 2008

Psychology in the Schools

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“…A consistent body of literature (see also Davis and Andrzejewski 2009) points to the power of teacher expectations in shaping the amount of effort they demand in their classroom: ''In some classrooms, low levels of student and teacher expectations coincide resulting in 'treaties': teachers pass students if they are not disruptive, and students cooperate if teachers demand little effort'' (Lee and Ready 2007, p. 105). We argue that teachers committed to closing economic and ethnic disparities and reducing low achievement and dropout need to rethink deficit views of working with different student populations (Ford and Grantham 2003;Hoy et al 2006). We believe districts planning on implementing SLC/SWS reform need to develop professional learning communities in which they use Lee and Ready's (2007) text as a common reading.…”

Section: Implications For Professional Developmentmentioning

confidence: 99%

Examining behavioral, relational, and cognitive engagement in smaller learning communities: A case study of reform in one suburban district

et al. 2009

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The purpose of this project was to examine the impact of Smaller Learning Community reform on students' behavioral, relational, and cognitive engagement in a suburban school district experiencing urbanization. We describe a project in which we evaluated the engagement of a cohort of 8th grade students as they transitioned to high school (n = 605). Specifically, we disaggregated the data to identify how students' engagement differed as a function of their participation in Smaller Learning Community structures, prior achievement, and race.

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“…Undergirding the model is the recognition that overcoming resistance to change and letting go of the familiar is crucial to developing effective experiences that will increase teachers' multicultural competence and efficacy: It will provide teachers with the knowledge, disposi-, tions, and skills to educate culturally different students effectively and equitably. When teachers have the benefit of extensive and longterm multicultural professional development and multicultural teacher-education preparation, they are less likely to embrace cultural-deficit views (Ford & Grantham, 2003;Irvine, 2003;Trent, Kea, & Oh, 2008;Valencia & Sol6razano, 1997), are more confident, and believe they are effective in their instruction of culturally different learners (Gay, 2002;Pang & Sablan, 1998). They reach either levels of cultural precompetence or competence.…”

Section: Figure 2 Levels Of Cultural Competencementioning

confidence: 99%

Creating Culturally Responsive Instruction: For Students' and Teachers' Sakes

Ford¹,

Kea²

2017

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The field of education faces a number of issues regarding how to improve the quality of school life and educational outcomes of culturally different 1 students-namely African Americans, Hispanic Americans, and American Indians. All of the issues (high dropout rates, high suspension and expulsion rates, high rates of school failure, low test scores and grades, low academic engagement, poor student-teacher relationships, etc.) fall under the umbrella of three broad areas: the achievement gap, gifted education underrepresentation, and special education overrepresentation. Educators, administrators, and policy makers grapple daily with ways to resolve these issues and subissues but have yet to see much success on a large-scale and consistent basis.Many studies and theories, along with personal speculation, have been advanced to explain the differential school performance of the aforementioned culturally different students. Likewise, a number of interventions, strategies, and recommendations have been put forth. A strongly advocated recommendation, especially by culturally different scholars, is that educators avoid colorblind/cultureblind approaches and philosophies and, instead, give more credence to creating culturally responsive classrooms (CRCs) for the culturally different students listed above. MAY 2009The term culturally responsive can have numerous meanings and interpretations. At its core, it means responding proactively and empathetically to appeals, efforts, and influ-. ences. When we are responsive, we feel an obligation, a sense of urgency, to address a need so students will experience success. When teachers are culturally responsive, they are student centered; they break down barriers to learning and, hence, provide keys that open doors to students' success. Thus, to be culturally responsive means that teachers work proactively and assertively to understand, respect, and meet the needs of students from cultural backgrounds that are different from their own. Cultural responsiveness is the recognition that students are similar to, but also different from, each other.1 In this article we adopt the term culturally different rather than culturally diverse. Everyone has a culture; every group is culturally diverse. Instead, we propose that cultural differences are what contribute to misunderstandings, tensions, and frustrations.

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

Cited by 170 publications

References 10 publications

The role of social competence in predicting gifted enrollment

The role of social competence in predicting gifted enrollment

Examining behavioral, relational, and cognitive engagement in smaller learning communities: A case study of reform in one suburban district

Creating Culturally Responsive Instruction: For Students' and Teachers' Sakes

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