Minorities in Gifted Programs


I love teaching in my urban school district. I have been teaching gifted children for over a dozen years now, and more often than not, I find that my classes are different year after year. Some years I have quite a few minorities, and some years I don’t.

I have been reading several blogs and research papers to get my head around this idea that minorities aren’t represented accurately in gifted programming. I truly do feel that this is a valid issue that needs to have attention brought to it.

So here is a few things I have found in my readings about minorities in gifted programming in urban settings:

  1. Gifted minorities may not test well due to language barriers
  2. Gifted minorities may not test well due to lack of life experiences
  3. Many gifted minorities have parents who never went to college or finished high school; they may be the first to do this in their family, so education may not be high on the list
  4. The test used to screen many urban minorities may not be the correct one to accurately screen for minorities

When you look across your gifted classes as a GIS, or as a coordinator does the percent of minorities that are in you school meet the percent of minorities in your gifted classes? If not, are you concerned? What can you do to help fix this problem?

A few suggestions that I have to help fix this problem are:

  1. Check your screener tests. Is there a better one that could help with identifying gifted children of minorities?
  2. Talk to regular education teachers to see if there are minorities who may be showing signs they are gifted, but it isn’t obvious
  3. Talk to regular education teachers, and express to them negative classroom behaviors may be a sign of a bored child that may be gifted

As a GIS, my passion is to see as many gifted children succeed in class, and ultimately in life. I feel that a great gifted program takes into account all the factors that limit students chances of getting and succeeding in a gifted classroom. Sometimes it changing tests, test scores, or culture. Teaching regular education teachers characteristics of gifted children will always help.  Staying in contact with regular education teachers and helping them see some obvious and latent behaviors that can help them recognize and ultimately recommend these students for gifted testing.

What are some things your school district does to ensure gifted minorities are being identified and serviced?

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