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ERIC Number: EJ910152
Record Type: Journal
Publication Date: 2011
Pages: 5
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1076-2175
Solutions for Jay and Other Underrepresented Gifted Minority Students
Lovett, Pamela
Gifted Child Today, v34 n1 p55-59 Win 2011
Jay, an African American male, was placed in the gifted class in fifth grade. He lined up with his new class on the first day of school, but refused to enter the classroom. He was angry that he had been placed in the class with "those kids" and wanted to be in the other class where his friends were. Each day thereafter, Jay struggled with being placed in the gifted program. He stated that he felt alone, didn't belong, and complained that the work was "too hard." Jay's story illuminates that increasing the identification and placement of underrepresented minorities in gifted and talented programming does not automatically create equitable access, participation, or achievement for diverse gifted students. Identification is the first step, but there must be additional action to monitor student progress in order to differentiate instruction to maintain the participation rates of underrepresented students. This article discusses solutions for Jay and other underrepresented gifted minority students.
Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A