ERIC Number: ED334293
Record Type: RIE
Publication Date: 1990-Dec
Examining Black Underrepresentation in Gifted Programs.
This paper examines factors contributing to the underrepresentation of black children in gifted and talented education programs. The paper reviews the history of school desegregation and finds that integration and equal educational opportunity for minority students have yet to be achieved. The persistent maintenance of cultural control by the white majority, the dominant group in American society, is seen as the chief obstacle to educational equality. Minority student participation in gifted education is limited by the following factors: (1) lack of agreement about the definition of giftedness; (2) the use of inappropriate or biased assessment instruments; and (3) restricted identification procedures. Definitions of giftedness are seen as broad, open to many interpretations, and reflective of middle class, dominant cultural values and perceptions. Further, most gifted programs place heavy emphasis on the results of intelligence tests to determine whether or not a child is gifted; these, along with creativity tests and achievement tests, which are also used to identify giftedness, may reflect bias in favor of children raised in the affluent dominant culture in the United States. Beyond the use of assessment instruments, the paper discusses limitations of other identification procedures, including nomination by teachers, peers, parents, or self, rating scales, and observations. A list of 31 references is appended. (AF)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A