The quest to find an alternative way to identify artistic talent in black students

Stinespring, John A.

doi:10.1080/02783199109553387

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…For example, Ackerman (1997) proposed that for gifted adolescents, Dabrowski's (1964Dabrowski's ( , 1972 overexcitabilities, particularly psychomotor, emotional, and intellectual overexcitabilities, need to be considered in the identification process, and there have been some attempts to do this (e.g., Ackerman;Gallagher, 1986;Miller, Silverman, & Falk, 1994;Piechowski & Colangelo, 1984;Piechowski & Cunningham, 1985;Piechowski & Miller, 1994;Piechowski, Silverman, & Falk, 1985). Stinespring (1991) and others (Slocumb & Payne, 2000) also assert that using culture-specific tests based on unique characteristics of each ethnicity can improve identification methods and reduce "test bias," which results in over-or underrepresentation of certain ethnic groups in gifted programs. For example, for African American students, "tactuality" characterized as emotional intensity (e.g., use of feeling, intense emotional responses), flexibility and open-endedness, holistic perception (e.g., perceiving things through the whole picture), and tactile sensitivity (e.g., preference for hands-on physical activities) should be included in identifying the artistic talents of African American students (Stinespring).…”

Section: Any Researchers and Educatorsmentioning

confidence: 98%

Comparisons between talent search students qualifying via scores on standardized tests and via parent nomination

Lee¹,

Olszewski‐Kubilius²

2006

Roeper Review

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Section: Any Researchers and Educatorsmentioning

confidence: 98%

Comparisons between talent search students qualifying via scores on standardized tests and via parent nomination

Lee¹,

Olszewski‐Kubilius²

2006

Roeper Review

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“…The question of whether or not a special instrument was required for different ethnic groups to identify art talent also was of interest. Stinespring (1991). for example.…”

mentioning

confidence: 96%

“…Furthermore, Several studies have indicated that art tasks are effective in identifying minority gifted students (Gardner. 1983;Stinespring, 1991). The question of whether or not a special instrument was required for different ethnic groups to identify art talent also was of interest.…”

mentioning

confidence: 99%

Assessing Artistic and Problem-Solving Performance in Minority and Nonminority Students Using a Nontraditional Multidimensional Approach

Clasen

Middleton

Connell

1994

Gifted Child Quarterly

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The persistent underrepresentation of ethnic minority students in gifted programs requires change. Because identification tools used for entry into gifted programs often are held responsible for minority underrepresentation, this study investigated several nontraditional assessments for their efficacy in identifying both minority and nonminority students. A sample of 433 sixth-grade students responded to a drawing task and to two problem-solving assessments. Peer and teacher nominations also were used in the identification process. Findings indicated that the assessments identified a proportionate number of minority and nonminority students with potential in art or problem solving. The study holds promise for a multidimensional approach and for specific nontraditional assessments as means of effectively identifying both minority and nonminority student talents in art and problem solving. The study also suggests directions for further research.&dquo;There is something that is much more scarce, something rarer than ability. It is the ability to recognize ability. &dquo; -Lll><>rt t ItlbbardWe are seeing increasing evidence from studies of our nation's youth that the pool of children and adolescents whose talents and ahilities ii-c, recognized, nurtured, and valued is shrinking. A recent Children's Defense Fund report (1991) warned that millions of children who may help determine our country's ability to lead and compete in the future are being abandoned by paralysis of public and private conscience. We are losing untold talents to violence, drugs, apathy. and neglect: and this loss is especially prominent among AfricanAmericans, Hispanic-Americans, and Native Americans, groups traditionallv identified as ethnic minorities.

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A National Survey of Current Legislative and Policy Trends in Gifted Education: Life after the National Excellence Report

Landrum

Katsiyannis

DeWaard

1998

Journal for the Education of the Gifted

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Recent reports on the existence and nature of educational programs for gifted learners have indicated that current educational practices in gifted education vary in both availability and quality. One such report, National Excellence: A Case for Developing America's Talent (U.S. Department of Education, U.S. DOE, 1993), identified critical issues and established 7 initiatives for the improvement of the education of gifted students. This study examined the nature and availability of state legislative and policy provisions for gifted students as well as state efforts to address the report's 7 initiatives. Results indicated that progress in state efforts on the 7 initiatives have been mixed, with significant gains in some areas contrasted by minimal or no progress in others. Gains in gifted education, however, occurred at the same time that legislation and policy mandates in gifted education decreased.

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The quest to find an alternative way to identify artistic talent in black students

Cited by 3 publications

References 13 publications

Comparisons between talent search students qualifying via scores on standardized tests and via parent nomination

Comparisons between talent search students qualifying via scores on standardized tests and via parent nomination

Assessing Artistic and Problem-Solving Performance in Minority and Nonminority Students Using a Nontraditional Multidimensional Approach

A National Survey of Current Legislative and Policy Trends in Gifted Education: Life after the National Excellence Report

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