ERIC Number: ED381316
Record Type: RIE
Publication Date: 1995-Mar
Reference Count: N/A
Cultural Diversity among Gifted Students and Their Teachers in Rural West Virginia.
Russell, Steve; Meikamp, Joyce
This paper addresses both the underrepresentation of minority students in gifted education programs and the lack of culturally diverse gifted education teachers in rural West Virginia. The 1988 National Education Longitudinal Study found disproportionate representation of minority group students in gifted education. In West Virginia, only 3 Black teachers have been certified since 1976 to teach gifted students, as opposed to approximately 700 Caucasian teachers. To further explore this trend, 200 gifted teachers were surveyed in West Virginia concerning the ethnicity of themselves and their students. West Virginia gifted students are identified by an IQ score of 130 or above, which represents 2 percent of the student population. However, only 37 of the state's 12,503 Black students were identified as gifted, accounting for only two-thirds of 1 percent of Black students. While Blacks were represented among counselors, supervisors, principals, and classroom teachers, there were no Black school psychologists responsible for administering and interpreting IQ tests. One approach to increasing the number of Black students and other minority groups in gifted programs involves developing community, teacher, and parent awareness programs that help identify gifted students. Equally important is the training of minority group teachers for gifted education. Includes tables of demographic characteristics of gifted teachers and students in West Virginia. (LP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Diversity (Student); West Virginia
Note: In: Reaching to the Future: Boldly Facing Challenges in Rural Communities. Conference Proceedings of the American Council on Rural Special Education (ACRES) (Las Vegas, Nevada, March 15-18, 1995); see RC 020 016.