Today, we will discuss the characteristics of African American gifted students and hopefully leave here with a changed perspective that they, like any other child, do not show their abilities in the same ways. Gifted African American students are among the highest group that are overlooked for receiving services they need.
There are many reasons why African American students are not identified for gifted services. We will look at just three causes of this under-representation. These causes stem from the fact that African American students possess characteristics that do not “look” like characteristics educators normally associate with gifted and talented children. Many teachers have an exclusive perception of giftedness that has been formed over the years based on previous experiences that are usually void of proper training.
How many of you knew there was a national definition for giftedness? There is also a state definition. Does anyone want to tell me or guess what the definition says? Understanding these definitions will enable us to broaden our perspective of giftedness. What type of requirements do you think are in these definitions?
(Allow time to read) Can anyone see where a person’s interpretation of this definition may be different than the educator sitting next to them? Who would like to share how they think a student might show “ evidence of high performance capability ” in your classroom? Does everyone totally agree with that interpretation? Of course not. Interpretations are influenced by who we are.
The national definition allows for a child to show “capability.” – As you can see, our state allows a child to have “potential” to perform. What is the difference between these two terms?
How many of you thought students had to produce some type of concrete evidence of high achievement such as academically superior grades or test scores before they could possibly be referred for gifted services? Now that you know it can also be evidence that you’ve seen potential or capability in a student’s abilities, will you look at your students with a different perspective? How will you look at your African American students now in terms of exceptional potential?
Now we know the definition of giftedness let’s look at reason #2 for under-representation of African American children in gifted programs. African American students are at an immediate disadvantage for meeting present eligibility criteria for gifted programs. Most states rely heavily on nationally normed test scores. Are they supposed to perform well on tests created by and for a culture to which they do not belong? Neither of the national or state definitions we just reviewed require proven achievement evidenced by high scores on norm-referenced tests yet most educators believe that referrals to a gifted program must be based on these test scores and/or good grades.
In addition to being disadvantaged because of culturally biased tests, these students carry yet another disadvantage – Their culture influences the way they learn and our culture influences the way we teach. Thus, mismatch between learning styles and teaching styles can result in confusion, frustration, and underachievement for gifted minority students. It is important that these children have educators that know how to “fully develop their capabilities.” Our teaching styles must connect with their learning styles. Does anyone have an African American or minority student that you consider an “underachiever?”
There’s that word again – “potential.” Minority gifted students are often underachievers. Have you thought of any students that you think may be underachievers? Are you likely to refer a student you consider to be an underachiever to your school’s gifted program?
Before we cover the last reason for under-representation of African American students, I want to ask a question. How does a student get referred in the first place? (click to show answers after discussion). Guess who is responsible for a majority of all gifted referrals. (click again to highlight – “teachers”) Yes, teachers.
Doesn’t it make sense to train professionals who are mostly responsible for deciding which children will be referred for gifted services and which children will not be referred? Teachers not only have the power to refer a child but also complete a traits, aptitudes, and behavior sheet (TABs) which can greatly influence a child’s eligibility for the program. I believe teachers possess knowledge of their own students that should make them one of the best referral sources for gifted education. So . . . why does the research think teachers need training?
And the research says . . . !
(Ask for comments or questions after reviewing last two slides.)
This is the challenging part of our jobs. What do we need to do to meet the needs of students who come from a totally different culture (worlds) from our own?
These are some characteristics that may help you with identification of your African American students. Can you think of a student that may possess one or more of these traits?
It is not a matter of fault. It’s not the student’s fault for not performing the way everyone else does. It’s not the teacher’s fault for following her professional judgments and life experiences when no professional training as been offered. It is a matter of perspectives. Perspectives can be changed with willingness and knowledge – on both sides. It just so happens that we are the ones who chose to deliver the knowledge so our perspectives must change first.
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