As early as 1958, respected educators pointed out that: traditional methods (standardized IQ tests, teacher recommendations, parent questionnaires) did not identify minority/culturally diverse children; the concept of gifted needed to include creativity; and creativity could be a strength of minority children. During the late 1960's in response to pressure from minorities, there was a resurgence of interest in creativity of minorities. Paul Torrance stressed the importance of the creativity of minority/culturally diverse children, early identification, and the need for understanding the types of giftedness valued by each minority group. In 1973, six types of giftedness were identified: general intellectual ability, specific academic aptitude, creative and productive thinking, leadership ability, visual and performing arts, and psychomotor ability. Torrance noted that while the first category would continue to screen out minority children, the last five, if implemented, would give them entry into gifted talented programs. Current research supports Torrance. In 1978, Joyce Gay described 11 characteristics of gifted children from the literature and made some generalizations of how these characteristics are manifested in black children, e.g., keen observation, interest and ability in perceiving relationships, verbal proficiency, possessing good judgment, and creativity. These characteristics can be extended to fit Chicano and other minority children. (NQA)