ERIC Number: ED362372
Record Type: RIE
Publication Date: 1993-Apr-15
Reference Count: N/A
Gifted Education for Native American Students: A State of Affairs.
Knutson, Kari A.; McCarthy-Tucker, Sherri N.
Although Native American children are theoretically eligible for gifted programming, equality of opportunity does not exist. Arizona state data show that Native American students are underrepresented statewide and in 13 of 14 counties examined. Two issues related to this underrepresentation are the definition of "gifted" used for identification and the method of assessment. Official definitions and teacher conceptions of the gifted student often do not encompass culturally different values, learning styles, and behaviors. The usual standardized tests used in public schools may fail to identify Native gifted students because they are timed and reward speed (while Native American culture values slow well-considered responses). Other potential sources of error include differences in language, background experiences, and affective dispositions between groups of student test-takers. The Gifted Attitudes Inventory for Navajos and the American Indian Gifted and Talented Assessment Model are two alternative measures of giftedness, developed through extensive interviews with Native Americans. Further attention to this issue is needed and should begin with the compiling of accurate records of Native representation in programming. In Arizona, relevant data are submitted by only 55 percent of public school districts and are not available from private and Bureau of Indian Affairs schools. (SV)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Arizona; Native Americans
Note: Roundtable presentation at the Meeting of the American Educational Research Association (Atlanta, GA, April 15, 1993).