A Multicultural Educational Perspective on Serving the Culturally Diverse Gifted

Abstract

Despite educators' growing concern about meeting the unique needs of gifted students from culturally diverse backgrounds, the research literature sheds little light on best practices for these populations. A multicultural education perspective can help bring clarity to issues of practice by examining these issues within two divergent philosophical frameworks: assitnilationist and pluralist. These perspectives offer different views on sources of ethnic student underachievement, the purpose of schooling, procedures for identification, instructional processes, and curriculum content.Publications on culturally diverse gifted learners spanning several decades provide evidence of the continued interest of educators in improving services to these children. A recent achievement in this regard is Maker and Schiever's (19891 edited book, Defensible Programs for Cultural and Ethnic Minorities, which provides critical information on characteristics, identification practices, and instructional needs of the gifted among four distinct cultural groups. In his essay review of this volume, Tannenbaum (1990) challenged the field to go a step beyond: Future publications will do well to use this book as a point of departure for devising less stereotyped, more daring, and reasonably hopeful ideas about how to approach some of the most frustrating issues in education. After so many years of nibbling futilely at the edges of these issues, it is time to bite boldly into their bitter core. (p. 84) This article seeks to clarify major issues confronting educators of gifted students from a multicultural education perspective. The article presents a discussion of research implications and philosophical Margie Kitano is the Associate Dean

Comparison of Traditional and Problem Solving Assessment Criteria

“…The disproportion of minority membership in gifted programs has become a serious professional and political issue (Coleman & Gallagher, 1995;Frasier, 1991;Kitano, 1991;Ross, 1993). Four years ago, the participating school district only assessed students for the gifted program using standardized tests, such as the Test of Cognitive Skills or Wechsler Intelligence Scale for Children-III, and achievement tests, such as the California and the Iowa Test ofBasic Skills.…”

Assessment beyond definitions

“…These considerations are important when determining potential and the factors that might contribute to the student's performance. In fact, researchers often report that performance can be moderated by opportunities such as school placement, program modification, enrichment, and social/emotional support (Kitano, 1991;Skuy, Gaydon, Hoffenberg, & Fridjohn, 1990).…”

A Multilevel Analysis of Gifted Korean American Students' Characteristics and School Context Effects on Learning Style Preferences

“…Cultural values of the mainstream group can have an impact on school programs and the instructional practices of teachers (Kitano, 1991). For example, schools use the behaviors of white students as the norm by which to compare Asian American students and other culturally diverse students (Clifton, Perry, Parsonson, & Hryniuk, 1986;de Kanter & Frankiewicz, 1981;Demetrulias, 1990;Matute-Bianchi, 1986).…”