Identifying Intellectually Superior Black Children

Ryan, Judith S.

doi:10.1080/00220671.1983.10885441

Cited by 5 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some promising non-test procedures have. been developed (Torrance, 1962;Bruch, 1971Bruch, , 1975Ga~ 1978;Ryan, 1983),and, as we are not considering an 'either-or' situation, there is no good reason why these instruments cannot be used as supplements or complements to aptitude and achievement tests in appropriate and/or special ci rcumstances involving the screening of minority students for gifted education.…”

Section: Educational and Psychological Testingmentioning

confidence: 99%

Contemporary Polynesian Conceptions of Giftedness

Reid

1989

Gifted Education International

View full text Add to dashboard Cite

The writer describes the rich cultures of the Maoris and South Pacific islanders before the influence of European culture; he suggests, however, that despite the effects of colonialism, the richness of the Polynesian cultures has endured. However, Dr Reid argues that Western oriented psychometric tests are inadequate tools fort he identification of gifted Polynesian children; Western oriented teachers often undervalue the Polynesian cultures and Polynesian parents generally lack the confidence and experience to be articulate about their children's educational needs. He pleads for the development of an education system in which all cultures are recognized and appreciated. He also argues that educators embrace a broader conception of giftedness that acknowledges cultural differences. IntroductionThe problem of identifying and developing talent in culturally different students has been stated and restated in a variety of contexts and as variations on a theme by a number of educators (Passow

show abstract

Section: Educational and Psychological Testingmentioning

confidence: 99%

Contemporary Polynesian Conceptions of Giftedness

Reid

1989

Gifted Education International

View full text Add to dashboard Cite

show abstract

“…Ryan (1983) found that nontraditional methods of identification, such as parent questionnaires and the Leiter International Performance Scale were effective in identifying gifted black children while traditional identification methods, such as teacher nominations, the Goodenough Draw-a-Man and the Stanford-Binet were of limited effectiveness. Ryan suggests that some minority children may not be identified because the traditional methods currently used are not effective and that there may be a need to adapt less traditional identification methods to identify gifted black children.…”

mentioning

confidence: 99%

“…It has been estimated that "minority groups such as blacks, Hispanics, and native Americans are underrepresented by 30-70% in gifted programs throughout the nation" (Richert, 1987).While some educators have focused on attempts to broaden the definition of giftedness or to develop programs to meet the educational needs of minority gifted children, much attention has been given to the identification procedures used to place minority children in gifted programs. Researchers have examined the identification of gifted Hispanic (Chambers, Barron & Sprecher, 1980;Ortiz & Gonzalez, 19891, American Indian (Tonemah, 19871, and black (Ryan, 1983;Frasier, 1987) students. McKenzie (1986), in a study of gifted identification practices in 461 New Jersey school districts, found that the percent of students participating in gifted programs was related to race, socioeconomic status of school districts and spending and property values per student.…”

mentioning

confidence: 99%

Use of SOMPA in Identification of Gifted African-American Children

Matthew¹,

Golin²,

Moore³

et al. 1992

Journal for the Education of the Gifted

View full text Add to dashboard Cite

To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPAj was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.

show abstract