Culturally and Linguistically Diverse Gifted Students

1. Name: ________________________ Date: _____________ Read and follow the directions. 1. Write your name in the middle of the page. 2. Draw a circle around your name. 3. Turn the circle into a flower. 4. Write your birth date on the top petal of the flower. 5. Sit quietly. 6. Do not share your work.

2. Culturally and Linguistically Diverse Gifted Students Do they Fall through the Cracks? Laurie Edwards, Patsy Flynt, Shannon Knight, Rosemary Lay and Doris Stockman September 26, 2011

3. Identifying Akeelah http://www.reelz.com/trailer-clips/13642/akeelah-and-the-bee-trailer/

4. Who are the ‘Culturally and Linguistically Diverse’? • “Culturally diverse students…are those being reared in any group that differs significantly in values and attitudes from the dominant culture.” (Barbara Clark, Growing Up Gifted, p. 499.) • They share a common thread of high intelligence, creativity, and need to be provided opportunities to develop their gifted talents as others that have been deemed gifted learners.

5. “Misunderstanding cultural cues between teachers and students can inhibit learning in the classroom.” (Donna M. Gollnick and Philip C. Chinn, Clark 2002)

6. Races/Ethnicities • Asian • Hispanic • African American (Non-Hispanic) • Native American/Alaskan • Pacific Islander • White (Non-Hispanic)

7. FCSS Enrollment by Race/Ethnicity

8. FCSS Identified Gifted Students

9. VCE Enrollment by Race/Ethnicity

10. VCE Identified Gifted Students = 137

11. Characteristics and Challenging Behaviors • The characteristics, behaviors and problems faced by these diverse students do not differ much from the average gifted learner. They share identifying characteristics of gifted learners (i.e., highly intelligent, learn rapidly, curious, questioning, independent). • They may present challenging behaviors and have some of the same problems as other gifted. They can become bored, resist conformity of social norms because of cultural beliefs, languages, family traditions and pressures from their own peer groups. Even their socioeconomic conditions may present challenging behaviors and problems. Clark, 2002

12. What Can Lead to Underachievement? Family Related School Related Sociopsychological

13. Sociopsychological Factors of Underachievement • Racial identity (positive or negative image?) • Forced choice between academic achievement and racial affiliation? (i.e., ‘acting white’) • Students may believe external social factors trump their internal choices and attitudes Donna Y. Ford and Antoinette Thomas, Gifted Education Digest, June 1997

14. Racial Identity

15. Family Related Factors That Contribute to Underachievement • Parental attitude toward education • Parental involvement • Parental expectations of child • Parents’ confidence in their own skills as parents

16. School-related Factors that contribute to Underachievement • Insufficient training for teachers of both the multicultural and gifted - Such teachers are less likely to identify and refer students for gifted testing. • Academic competition

17. Preventing and Reversing Underachievement • “Interventions for gifted minority students must consider social-psychological, family, peer, and school related factors.”(Ford and Thomas, 1997) • Define the underachievement in qualitative and quantitative terms. (Cite specific behaviors and get data.) • Enhance self-perception (both academic & social), self-esteem, and racial identity

18. Preventing and Reversing Underachievement • Improve time-management, organization, study skills, and test-taking skills. • Train teachers to meet the needs of gifted multicultural students (Ford and Thomas, 1997)

19. Native American Learners • Studies of Native American learners found that that often work well in groups, are good mediators, and communicate effectively. The children are found to accept responsibility, discipline, leadership and are quite resourceful.

20. Native American Learners • Value oral traditions – can create stories, poems, and legends. • Such practices result in well-developed intuitive ability, excellent memory and good spatial ability. • Understand design and symbols as communication and often talented in the visual arts.

21. Native American Learners • Personal and conservationist attitudes toward nature. • Seem to learn best holistically and often have long attention spans.

22. Native American Learners • Educators should consider: • - Using storytelling, metaphor, and myths as media for delivering information • - Developing personal and group goals relevant to those of the tribal community as well as the student • - Providing visual and spatial experience • - Teaching from whole to details • Exploring and honoring belief in collective tribal self as an alternative world view; use intuitive ability in learning experiences.

23. Hispanic Learners • Predicted to be the nation’s largest ethnic group in the 21st century. • Populations share strong cultural beliefs, a common language, and similar traditions. • Heavily immersed in poverty. • Family socialization practices do not encourage autonomy – Leads to lack of development of a separate sense of identity, especially for girls. • Oral tradition is valued.

24. Hispanic Learners Strengths in learning attitudes and abilities: • Ability to easily learn a second language and fluent communication with peers. • Supportive families who value education • Show unusual maturity and responsibility • Eager to try new ideas Historically this group has been poorly represented in gifted education. .

25. African-American Learners • Many African American gifted children continue to confound those who attempt to identify and nurture their talents. • The educational strengths or problems found in this population seem to be more a function of the socioeconomic status of the student than of the ethnic culture. • Ford(1994) suggests guidelines for recruiting and retaining African-American students in in gifted programs that include identifying and serving them

26. early; involving parents and family members early, consistently and substantively in the process; and providing comprehensive services to increase the belonging and ownership in gifted programs. • Researchers (Baldwin, Bowman, Ford and Frasier) have found that children in this population are often resourceful, self-sufficient, and people oriented. They seem to learn quickly and show good retention when opportunities for physical action and experience are part of the learning. They add rich imagery to language and project imagination and humor.

27. Asian • Strong family values toward education • Intuitive learners • Respect for their teachers and other adults • Highly self-motivated & self-discipline • Serious and caring attitudes toward families

28. Testing Bias • There’s a great deal of concern and debate about the low performance of culturally, linguistically and diverse students on standardized tests, as well as their under representation in gifted education. Low test scores often prevent diverse students from being identified as gifted. • Many test developers have gone to great lengths to decrease or eliminate culturally biased test items. Controversy over testing still exists.

29. Guiding Principles for Equitable, Culturally Responsive Assessment • Every school system must be committed to equity in finding potentially gifted students. • Test bias and test fairness should be explored. Just because a test is unbiased doesn’t always mean it is fair. • Other relevant information should be taken into account if it will enhance the overall validity of the decision of the test score.

30. Guiding Principles for Equitable, Culturally Responsive Assessment • A wide range of information about the test taker should be taken into consideration on their performance, (i.e. cultural background, language, racial ethnicity, socioeconomic background). • Every effort must be made to eliminate prejudice, racism, and inequities. • Test scores should be used to help students, not hurt themDonna Y. Ford, 2005

31. What is FCSS doing to ensure equitable, culturally responsible assessment?

33. Do Culturally and Linguistically Diverse Gifted Learners Fall Through the Cracks?