1 / 14

Underrepresentation of Hispanic students in gifted programs

Underrepresentation of Hispanic students in gifted programs. Amy Martin EDG 6670: Special Populations of Gifted Individuals Summer Term 2013. Underrepresentation Of Hispanic Students In Gifted Programs AGENDA. Inequity in gifted programs Demographics Unique Characteristics

trynt
Download Presentation

Underrepresentation of Hispanic students in gifted programs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Underrepresentation of Hispanic students in gifted programs Amy Martin EDG 6670: Special Populations of Gifted Individuals Summer Term 2013

  2. Underrepresentation Of Hispanic Students In Gifted ProgramsAGENDA • Inequity in gifted programs • Demographics • Unique Characteristics • Language Discourse • Culture & Giftedness • Barriers to Identification • Conclusion • References

  3. Inequity in Gifted Programs All children should be represented in gifted programs, in numbers proportionate to the ethnicity to which they belong. (Ford, 2010) Hispanics

  4. Demographics • 2050 Projected Populations • 50.1% White • 24.4% Hispanic • 14.6% African American • 8% Asian • 5.3% Other 24% 12.5%

  5. Unique Characteristics of Hispanic Gifted Learners • Identifies with group • Humble; not assertive • Emotionally mature • Bilingual; adaptive in 2 languages and cultures • Eager to share language, culture, heritage • Resilient • Leadership qualities; responsible within family

  6. Language Discourse- Code Switching and Code Mixing; a possible indicator of Giftedness • Alternates between 2 languages • Requires an in-depth understanding of both languages and cultures • Greater classroom advantage • Increased cognitive abilities • Requires flexibility and skills • A positive bridge between both languages and cultures

  7. Culture and Giftedness UNDERREPRESENTATION

  8. Barriers to Identification for Gifted Hispanics • Lack of mastery of English language • Failure of educators to nominate • Inappropriate assessments and biased standardized tests • Low teacher expectations and stereotypes • Inadequate teacher training and professional development • Characteristics differ from mainstream gifted

  9. Recommendations for Teachers • CRI or Culturally Responsive Classrooms • Differentiated Instruction • Student centered model of instruction • Collaboration with gifted educators and administrators

  10. Recommendations for Identification and Assessment • Use of non-verbal IQ test • Parent interviews • Culturally sensitive observation and checklists • Work portfolios • Project examples • Writing and work samples

  11. Early Identification & Talent Development • Pre-gifted programs • High teacher expectations • Nurturing environment with challenging curriculum

  12. Conclusion To achieve equity of Hispanics in Gifted Education • Use culture as basis for: • Identification • Assessment • Instruction & Curriculum • Provide adequate teacher training in gifted education & multiculturalism • Use best practices for instruction

  13. References • Brice, A., & Brice, R., (2004). Identifying Hispanic gifted children: A screening. Rural Special Education Quarterly, 23(1) 8-15. • Brice, A.E., Shaunessy, E., Hughes, C., McHatton, P.A., & Ratliff, M., (2008). What language discourse tells us about bilingual adolescents: A study of students in gifted programs and students in general educational programs. Journal for the Education of the Gifted, 32, 7-29. • Castellano, J.A., (2003). Special populations in gifted education. Boston: Pearson Education. • Esquierdo, J.J., & Arreguin-Anderson, M., (2012). The “Invisible” gifted and talented bilingual students: A current report on enrollment in GT programs. Journal for the Education of the Gifted, 35(1), 35-47. • Ford, D., (2010). Culturally responsive classrooms affirming culturally different gifted students. Gifted Child Today, 33, 50-53. • Ford, D., (2010). Underrepresentation of culturally different students in gifted education: Reflections about current problems and recommendations for the future. Gifted Child Today, 33(3), 31-35.

  14. References • Ford, D., Grantham, T.C., & Whiting, G.W., (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289-306. • Hughes, C.E., Shaunessy, E.S., Brice, A.R., Ratliff, M., & McHatton, P.A., (2006). Code switching among bilingual and limited English proficient students: Possible indicators of giftedness. Journal for the Education of the Gifted, 30(1), 7-28. • Ouyang, M., & Conoley, J.C., (2007). Consultation for gifted Hispanic students: 21st-Century public school practice. Journal of Educational and Psychological Consultation, 17(4), 297-314. • Harris, B., Plucker, J.A., Rapp, K.E., & Martinez, R.S., (2009). Identifying gifted and talented English language learners: A case study. Journal for the Education of the Gifted, 32(3), 368-393. • Ramos, E., (2010). Let Us In: Latino Underrepresentation in Gifted and Talented Programs. Journal of Cultural Diversity, 17(4), 151-153.

More Related