Personal Learnings: a Current Synthesis On the Culturally Different Gifted

Bruch, Catherine B.; Curry, James A.

doi:10.1177/001698627802200314

Cited by 3 publications

(1 citation statement)

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“…Attention to cultural values in gifted education is not new. More than two decades ago, scholars pointed out the inadequacy of psy chometric measures to identify nonmainstream groups equitably (Baldwin, 1978;Bernai, 1977;Bruch & Curry, 1978;DeAvila, 1974;Torrance, 1977;Witty, 1978) and promoted community-based defi nitions and assessments (Bernai, 1974;Passow, 1972). Since then, they and others have continued to draw attention to inappropriate selection processes and narrow conceptualizations (e.g., Bernai, 1981;Feldhusen, 1998;Ford, 1996;Passow & Frasier, 1996;Maker, 1996;Richert, 1987).…”

Section: Values Literature In Gifted Educationmentioning

confidence: 99%

Gifted—Through Whose Cultural Lens? An Application of the Postpositivistic Mode of Inquiry

Peterson

1999

Journal for the Education of the Gifted

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Using a postpositivistic method of inquiry, this study examined themes that emerged in the language of Latino, African American, Native American, immigrant Asian, and low-income Anglo individuals as they nominated individuals for a hypothetical gifted program. Reflected values differed from group to group and differed considerably from those reflected in classroom teachers' language in an earlier study. The researcher theorized that value orientations of mainstream teachers, who make referrals for programs after initial screening procedures, preclude their valuing behaviors deemed valuable by nonmainstream individuals and also inhibit behaviors deemed gifted by teachers. Findings suggest that the mode of inquiry can be useful for those who seek new ways to conceptualize giftedness and who seek to explain phenomena, such as the underrepresentation of nonmainstream groups in gifted education.

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