There have been some behavioral indicators and some types of task performance that suggest greater creativity in students with attention deficit hyperactive disorder (ADHD). This evidence would appear counterintuitive given that lower working memory (i.e., holding information in mind for novel recombinations) has often been documented in students with ADHD. Thus, the purpose of this study was to assess working memory and creativity in two groups of gifted students (i.e., with characteristics of ADHD, n = 17, and without ADHD characteristics, n = 20), who were equivalent in fluid intelligence. Significant differences were found indicating that gifted students with ADHD characteristics had not only poorer working memory but also significantly greater creativity than those gifted students without these characteristics. These results were discussed in terms of creative potential, which could serve as an identifier and as a pathway to instruction.
To date, issues of talent development, giftedness, and creativity among Native Americans have largely been ignored in our field, yet these populations of students deserve our attention as researchers and educators. "As a group, Native American students are not afforded educational opportunities equal to other American students" (U.S. Commission on Civil Rights, 2003, p. xi).However, because the diverse nature of Native American cultures prohibits their generalization into one single cultural group, individual differences among Native American populations should not be oversimplified or ignored. Input from educators and stakeholders on the reservations is needed because they are keenly aware of the need for research concerning the development of giftedness, creativity, and talent, and they are able to articulate important areas that form the basis of this research. As a field, we need to ensure that these populations of young people-their cultures, families, and educators-are included in our research agenda. PurposeThe purpose of this article is threefold. First is to call on researchers in the field of gifted education to include Native American students in their research, as these populations have been absent from most research in gifted education. Second is to report empirical analyses of assumptions from the literature concerning gifted Native American students from the viewpoints of three different tribal education communities and, in doing so, provide other researchers with a framework for their inquiry. Finally, we seek to suggest a possible research agenda based on data gathered within these communities. A national research agenda focused on gifted/ creative/talented Native American students is needed, as this population remains one of the least researched, most overlooked, and most underserved in the field (Gentry & Fugate, 2012;Yoon & Gentry, 2009). This agenda, in our opinion, should address the needs and gaps concerning the discovery and development of giftedness, creativity, and talent among Native American 1 populations. By setting a collaborative research agenda with three groups of Native Americans-the Diné, the Lakota, and the Ojibwe-we have begun to address the long-overdue inclusion of Native American children and their educators in research concerning giftedness, creativity, and talent. With the field's current emphasis concerning the need to address issues of equity, underidentification, and underrepresentation, the time is right to ensure that Native American children are included in this important focus.To address these purposes, we first reviewed the gifted education literature and sought input from educators on the Navajo, Standing Rock, and Red Lake reservations 521660G CQXXX10.
There has been limited focus among researchers on the nature and needs of gifted Native American students in the past 30 years, and the work that has been done frequently generalizes findings across Native American cultures. This article reviews recent literature on Native American youth and on gifted Native American students; examines the current condition of education in the Diné (Navajo) Nation through a sociocultural motivation lens and based on work with one tribal community on this reservation; calls researchers and educators to action and to recognize that, as with all ethnic groups, many individual cultures exist within Native American populations; and offers suggestions for education personnel. © 2012 Wiley Periodicals, Inc.
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