ERIC Number: ED485164
Record Type: Non-Journal
Publication Date: 2004-May
Issues and Practices in the Identification and Education of Gifted Students From Under-represented Groups
US Department of Education
In this monograph, I discuss the current and historic under-representation of economically disadvantaged students, students of color, students from ethnic minorities, and students with limited English proficiency in programs for gifted students. I examine the likely causes of the under-representation of these students, drawing on research and theory from psychological, sociological, anthropological, and critical theoretical perspectives. I then present some ideas and practices that show promise for redressing this chronic imbalance. These include both changes in practices that fall within the range of typical gifted program activities (e.g., identification practices) and changes in policy and practice that may enable us to educate more potentially and manifestly gifted students through reconceptualizing the theory and practice of gifted education.
Descriptors: Talent Identification, Economically Disadvantaged, Limited English Speaking, Academically Gifted, Minority Group Children, Disproportionate Representation, Social Attitudes, Cultural Influences
NRC/GT, University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007. Web site: http://www.gifted.uconn.edu.
Publication Type: Reports - General
Education Level: Elementary Secondary Education
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.
Grant or Contract Numbers: N/A