The Underrepresentation of Minorities in Gifted Education
Abstract
Society has consistently overlooked minorities in identification of gifted and talented education over the past few decades. The purpose of this research paper is to show these consistencies do, in fact, exist and try to give some explanation as to why they exist and how we can overcome the negative tendencies of Underrepresentation of minorities in the school programs that are meant to identify gifted students regardless of the socio-economic background and race.
The Underrepresentation of Minorities in Gifted Education
Introduction
L. T. Anguiano stated that gifted and talented education student is defined as “any student who has the potential to perform at a higher intellectual capability than other students of the same age. These students may demonstrate high intelligence, artistic ability and/or creativity. Specific selection procedures measure a student’s academic and intellectual abilities which will result in the possibility of placement into the gifted program” (Anguiano, 2003). Students who are identified as gifted and talented usually possess a talent for having higher-order thinking skills and become somewhat bored when waiting on their fellow classmates to catch up to their learning. Anguiano alludes to the fact that if these students are not properly identified, the will risk not achieving their “academic and social potential” (Anguiano, 2003).
Significance of the Problem Gifted and Talented Education comes under the program of special education because it serves students with special needs. Each student nominated for the gifted program is given a specific test that the school uses and if the student should qualify, he/she will be placed in the program. Certain state mandates govern how each program will be implemented within a district and yearly state applications are submitted to keep the program in compliance with state standards. What are the causes of
Society has consistently overlooked minorities in identification of gifted and talented education over the past few decades. The purpose of this research paper is to show these consistencies do, in fact, exist and try to give some explanation as to why they exist and how we can overcome the negative tendencies of Underrepresentation of minorities in the school programs that are meant to identify gifted students regardless of the socio-economic background and race.
The Underrepresentation of Minorities in Gifted Education
Introduction
L. T. Anguiano stated that gifted and talented education student is defined as “any student who has the potential to perform at a higher intellectual capability than other students of the same age. These students may demonstrate high intelligence, artistic ability and/or creativity. Specific selection procedures measure a student’s academic and intellectual abilities which will result in the possibility of placement into the gifted program” (Anguiano, 2003). Students who are identified as gifted and talented usually possess a talent for having higher-order thinking skills and become somewhat bored when waiting on their fellow classmates to catch up to their learning. Anguiano alludes to the fact that if these students are not properly identified, the will risk not achieving their “academic and social potential” (Anguiano, 2003).
Significance of the Problem Gifted and Talented Education comes under the program of special education because it serves students with special needs. Each student nominated for the gifted program is given a specific test that the school uses and if the student should qualify, he/she will be placed in the program. Certain state mandates govern how each program will be implemented within a district and yearly state applications are submitted to keep the program in compliance with state standards. What are the causes of
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