Culturally, Linguistically, & Economically Diverse Underserved Gifted Students

1. Culturally, Linguistically, & Economically DiverseUnderserved Gifted Students Erika Frias April 28, 2010 GIFT 462 – Dr. Rosina Gallagher Identifying & Providing for Underserved Gifted Students

2. Cultural, Linguistic, & EconomicDiversity

3. Background • Cultural Diversity • The variety of human societies or cultures in a specific region. • Linguistic Diversity • Pertains to language and pattern of communication that include various dialects. • Economic Diversity • Means concerned with the organization of money, industry, and trade of a region.

4. Interview • Do you feel that your teachers at the elementary or high school level knew you well enough to provide you with an adequate education? • Do you believe your teachers considered your cultural background, your language, or your economic status when they taught you a lesson?

6. Main Idea • Educators need to recognize, understand, and acknowledge the cultural, linguistic, and economic diversity in students in order to adequately provide for these students.

7. “I will never know my students well enough!”

9. Learning Profile Pre-Assessment

10. Learning Profile Pre-Assessment • Cultural & Racial Background = Head & Body Color • Purple – White/Caucasian(Europe, Australia, Canada, Middle Eastern, Southwest Asia, North Africa, Arab Nations, Iran, & Afghanistan) • Red – Asian • Blue – American Indian or Alaskan Native • Orange - Black/African-American • Green – Native Hawaiian or Other Pacific Islander • Pink – Hispanic/Latin American **Include a wristwatch if you speak another language. Draw your facial features & write your name. From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA [Tomlinson Presentation in Maine 2009]

11. Learning Profile Pre-Assessment • Favorite Subjects in School = Hair Color • Purple – Math • Red – Science • Blue – Reading • Orange – Writing • If you are a boy, use shorts. If you are a girl use pants. • Make the color pants your favorite color. From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA [Tomlinson Presentation in Maine 2009]

12. Learning Profile Pre-Assessment • Strongest Multiple Intelligence Area = Shirt Color • White– Intrapersonal (understand self) • Red – Interpersonal (interact with others) • Blue – Musical • Black – Kinesthetic • Yellow – Logical/Mathematical • Purple - Verbal/Linguistic • Orange – Visual/Spatial • Green – Naturalist • Learning Preference = Shoe Color • White – Visual • Black – Auditory • Brown - Kinesthetic From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA [Tomlinson Presentation in Maine 2009]

13. Learning Profile Pre-Assessment • If you prefer to work alone on a project, put on stripes. If you prefer to work in groups, draw polka dots on your shirts. • If you like to be challenged and learn new and difficult things, design a hat for yourself. From Mr. Wasserman’s 5th grade classroom, Henrico County Schools, VA [Tomlinson Presentation in Maine 2009]

14. Culturally, Linguistically, and Economically Diverse Underserved Gifted Students • Native Americans • Hispanic-Americans • African-Americans

15. Video Interview, (Skenandore, 1998) Native AmericansCharacteristics • Maintain their traditions & value system. • Cultural value & family structure is #1. • Taught to keep cultures private. • Value is not monetary, but helping one another. • Give back to the people and culture. • Possess intrapersonal skills. • Bicultural – (American & Indian). • Self-motivated & persistent.

16. Native AmericansCharacteristics • To be considered an American Indian, individuals must be enrolled in their tribal nation. • Relate to world through interactions with their families and communities. • Assimilated into dominant culture or actively practicing traditions. • Many speak English as their second language or an American Indian English dialect. • Families are reluctant to enroll their kids into enrichment program. • Live with grandparents who teach them tribal songs, legends and traditions. • Work of the child is an accomplishment for entire family. • Value harmony & working together. In the Eyes of the Beholder, (Klug, 2004)

17. Hispanic-AmericansCharacteristics • Religious, family oriented, & value personal relationships. • Temperament reflects geo-cultural groups. • Heterogeneous migratory experiences. • Varying degrees of acculturation. • Education involves values, respect, & good manners. • The younger population have larger families. • Learn to take responsibility for their own activity. • Individual pursuit is secondary to family. • Strong male work ethic and male figure is dominant. • Traditions are important. • Hold strong Christian values and a sense of loyalty. • Mother is first educator and are often idolized. Video Interview & Diversity in IL (Gallagher, 2001)

18. Hispanic-AmericansCharacteristics • Many fluent in Spanish that causes a language barrier. • 41% of the Hispanic population lives with families who’s income level is below the poverty level. • Dramatic population shifts have resulted in greater isolation of low income and culturally diverse children in the poorest neighborhoods. • Culture inside school is separate from that outside of school. • High intrinsic motivation and internal control enable resilient youth to achieve success. • They have temperamental characteristics that elicit positive responses from people around them (Active approach in solving life’s problems). Portraits of Resilience (Herbert, 1996)

19. African-AmericansCharacteristics • Gifted males love math in early grades. • Males value the notion of power. • Males need more structure. • Females tend to conform and quick to respond to teachers. • Sit idle & daydream. • Social relationships affected when placed in a gifted program. • Dilemma: Learning vs. Friendship • Financial and education resources in their families are limited. • Many parents never had the opportunity to attend college. • Poverty, health-problems, single-parent homes, and other family issues. • Underrepresented for more than 30 years. • Many learn through movement, harmony, verve, expressive individualism, harmony, spirituality, oral traditions, and communalism. • Tactile & Kinesthetic learners. • Active learners that are engaged physically and psychologically. • Cooperative & interdependent style of living and learning. Video Interview (Dickson, 1999) Patterns & Profiles (Macfarlane & Feng, 2010) In the Eyes of the Beholder (Ford, Grantham, & Milner, 2004)

20. Strength and Needs • Better at learning characterized by sitting, reading, and listening. • Prefers cause-and-effect thinking. • Prefers pacing as scheduled (task will be completed according to timeline). • Focus more on being comfortable with competition and acquiring. • Oriented to tasks, objects, and ideas. • Communicates directly (e.g., through facts) • Success defined as academic achievement. • Better at learning characterized by freedom of movement and physical activity. • Prefers creative, intuitive thinking using trial-and-error. • Prefers natural pacing (task will be completed in the time it takes). • More comfortable with cooperation and sharing. • Oriented to people and relationships. • Communicates indirectly (e.g., via stories). • Success defined as well-roundedness (in school, social relationships, family, and community). Strengths Needs Patterns & Profile p. 22 (Kitano, 2010)

21. Implications Educators should apply the following key points to guide their teaching. • Use a diagnostic-prescriptive technique to target students’ needs. • Attend professional developments or workshops to enhance their awareness and reduce bias. • Provide value-added classes and targeted options for these students in domains of strength. • Work effectively with parents from other cultural backgrounds and economic levels. • Provide a classroom climate that encourages them to use their talents in productive ways. • Attend cultural/linguistic immersion classes or a trip to authentic ethnic restaurants. • Expand your classroom library with culturally, linguistically, and economically diverse books. Reflections from Teachers Article (Colombo, 2008) & Patterns & Profile p.124-126 (MacFarlane & Feng, 2010)

22. Celebrate Our Heritage • Language Practice • Spanish • Tagalog • Cultural Food Tasting • Guacamole • Eggrolls • Baklava