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Underrepresented groups


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Underrepresented groups

  1. 1. Underrepresented Populations in Gifted Education “ Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor. “ U.S. Department of Education PowerPoint by Dr. Kim LeBlanc-Esparza North Central Networking Meeting, Oct 2010
  2. 2. A few statistics <ul><li>Hispanic Students are underrepresented in gifted education by 42% </li></ul><ul><li>African American students are underrepresented in gifted education by 41%. </li></ul><ul><li>According to Carolyn Callahan, Black and Hispanic students are less than half as likely to be in gifted programs as White, American Indian or Asian students. </li></ul>
  3. 3. Why are these populations under identified? <ul><li>Many factors according to research: </li></ul><ul><ul><li>Limited concept of giftedness </li></ul></ul><ul><ul><li>Limited assessment techniques and/or instruments </li></ul></ul><ul><ul><li>1 shot paper and pencil assessments, inherent biases in policies and procedures </li></ul></ul><ul><ul><li>Lack of exposure to higher levels of rigor and creativity </li></ul></ul><ul><ul><li>Lack of understanding by staff and/or families about characteristics of gifted students </li></ul></ul>
  4. 6. What do we know about Linguistically Diverse Gifted Students? <ul><li>MYTH: Students who are LEP must exit “English for ELL Learners” before they can be tested and placed in GT classes…. </li></ul><ul><ul><li>It is true that it is more of a challenge to identify these students, however ELL and GT students are highly capable and therefore should be served for their advanced needs as well as their needs to develop their English language proficiency. </li></ul></ul>
  5. 7. Factors of Consideration <ul><li>Differences in learning styles largely contribute to underrepresentation. </li></ul><ul><li>Different cultures have different values – not always in alignment with the dominant cultures. </li></ul><ul><li>Gifted ELL students acquire English at a more rapid pace than their age-mate peers. </li></ul>
  6. 8. Characteristics of Students who are linguistically and culturally diverse <ul><li>Eagerly shares his/her native culture </li></ul><ul><li>Shows strong desire to teach peers words from native language </li></ul><ul><li>Strong sense of pride in cultural heritage and ethnic background </li></ul><ul><li>Eagerly translates for peers and adults </li></ul><ul><li>Balances appropriate behaviors expected of the native culture and the new culture </li></ul><ul><li>Possesses advanced knowledge of idioms and native dialects with ability to translate and explain meanings in English </li></ul><ul><li>Understands jokes and puns related to cultural differences </li></ul><ul><li>Able to code-switch </li></ul><ul><li>Has a sense of global community and an awareness of other cultures and languages. </li></ul><ul><li>Learns a second and/or third language at an accelerated pace </li></ul>
  7. 9. Additional Characteristics <ul><li>Often excels in math achievement </li></ul><ul><li>Demonstrates strengths in the creative areas of fluency, elaboration, originality, and flexibility. </li></ul><ul><li>Demonstrates leadership abilities in nontraditional settings: playground, home, church, clubs, etc. </li></ul>
  8. 10. Best Practices and Strategies to serve the needs <ul><li>Use curricular materials that integrate gifted strategies and provides for accelerated English learning practices – Jr. Great Books, RIGOR example by Barbara Blackburn </li></ul><ul><li>Emphasize creativity, problem solving, higher order thinking skills, and integration of the arts….ideas? </li></ul><ul><li>Caring environment – plays a huge role…. </li></ul><ul><ul><li>Parent training sessions and conference meetings are essential in building relationships with parents so they support their child’s involvement in the program. </li></ul></ul><ul><ul><li>“ Gifted ESL students must believe that they are accomplishing their goals and fulfilling their needs.” </li></ul></ul><ul><ul><li>Jaime Castellano </li></ul></ul>
  9. 11. Low SES Information <ul><li>It appears that SES, not race or family structure that produces the differences noted…such as discrepancies in cognitive scores, vocabulary development, student achievement and reading levels. </li></ul><ul><ul><ul><ul><ul><li>* Poverty and Potential: Out of School Factors and School Success </li></ul></ul></ul></ul></ul>
  10. 12. Poverty statistics <ul><li>The official poverty rate in the U.S. in 2007 was 12.5%. </li></ul><ul><ul><li>Non-Hispanic White – 8.2% </li></ul></ul><ul><ul><li>African American – 24.5% </li></ul></ul><ul><ul><li>Asian – 10.2% </li></ul></ul><ul><ul><li>Hispanic – 21.5% </li></ul></ul><ul><ul><li>Poverty rate for children under 18 – 18% (this has increased each of the last 5 years) </li></ul></ul><ul><ul><li>In Morgan County Schools – About 70% of students qualify for free or reduced lunch programs. </li></ul></ul>
  11. 13. The Washington Post…. <ul><li>“ History and experience tell us when the economy is bad and unemployment rises, children don’t do well.” </li></ul><ul><ul><ul><ul><ul><li>2008 </li></ul></ul></ul></ul></ul>
  12. 14. The Effects on Achievement
  13. 15. Vocabulary Development
  14. 16. How does this impact identification? <ul><li>Poverty is not just about money, but the &quot;extent to which an individual does without resources&quot; </li></ul><ul><ul><ul><li>- Ruby Payne </li></ul></ul></ul>
  15. 17. Connections <ul><li>Three major differences in the literature that distinguish gifted students from non-gifted students: </li></ul><ul><ul><li>The ability to learn at a faster pace </li></ul></ul><ul><ul><li>The ability to find, solve, and act on problems </li></ul></ul><ul><ul><li>The ability to manipulate abstract ideas and make connections </li></ul></ul>
  16. 18. Non-traditional Intelligence <ul><li>Students from poverty have many gifts and talents that rarely manifest themselves in traditionally recognized behaviors. EX: they may be very expressive & creative with language, but may use short phrases, poor syntax & limited vocabulary, so talents can be missed. </li></ul><ul><li>Poverty and home environments are associated with problem solving skills. EX: student who knows how to manipulate family members to avoid anger or violence may exhibit these skills; student may be able to spontaneously make up stories to avoid trouble. These are often associated with negative behavior, so they can be overlooked or dismissed in the educational setting. </li></ul>
  17. 19. Implications to think about <ul><li>Because of a lack of opportunities within the environment of GT students from poverty, they don’t come prepared to participate in a curriculum designed for gifted students who already have had an array of opportunities in the home. This doesn’t mean they shouldn’t be included in the GT program. It does mean that the teacher working with the GT students needs to be prepared to make modifications for the individual and collective differences that are represented in the classroom. </li></ul><ul><li> - Paul Slocumb </li></ul>
  18. 20. Continued… <ul><li>“ For the gifted student from poverty, the teacher is in the unique position of building bridges because the home environment didn’t build them during those early years of development.” </li></ul><ul><li>- Paul Slocumb </li></ul>
  19. 21. Finally <ul><li>“ Fill the gap activities must be identified as inherent features of an exemplary differentiated gifted curriculum and not just as good teaching practices. Too often, ELL students who are GT are either excluded from the differentiated GT curriculum because of limited experience, or the experience is given to the student in a limited manner. The same is true of a GT student from poverty.” </li></ul><ul><li>- Paul Slocumb </li></ul>
  20. 22. Best Practices – GT and Poverty <ul><li>Use a variety of instructional strategies and learning activities </li></ul><ul><li>Use hands-on, authentic learning experiences </li></ul><ul><li>Consider students’ culture and language skills when developing learning objectives and instructional activities </li></ul><ul><li>Give students creative outlets and opportunities to demonstrate their strengths </li></ul><ul><li>Incorporate objectives for affective and personal development </li></ul><ul><li>Communicate expectations clearly </li></ul><ul><li>Provide rationales </li></ul><ul><li>Use advanced and post-organizers </li></ul><ul><li>Fill in the gaps for these students & provide frequent reviews of the content learned. </li></ul>