Let us in: Latino underrepresentation in Gifted and Talented Programs.
This paper articulates the necessity of improving identification protocols for inclusion of low-socioeconomic gifted Latino students in Gifted and Talented Programs in all levels of education ranging from elementary and continuing on to the college level. Non-verbal tests, observation instruments, grade-to-grade portfolios, performance projects, and extensive interviewing are suggested in lieu of biased standardized tests as identification variables. In addition, teacher professional development opportunities as well as the inclusion of multicultural curriculum will promote an appreciation of Latino culture as well as encourage and include intellectually gifted Hispanic students. Reference to collectivistic societal constructs impacting on positive Latino student engagement is discussed. This article will appeal specifically to those individuals entrusted with recruitment for elementary and secondary Gifted and Talented Programs as well as College Honors Programs. In addition, the notion that the identification of giftedness is culture dependent is of importance to the general public in our endeavor to become a multicultural globalist society.
North Rockland School District, New York State, USA. emilyramos48@hotmail.com
Emily
E
Ramos
D000293:Adolescent; D002648:Child; D002672:Child, Gifted / Q000193:education* / Q000706:statistics & numerical data; D003466:Cultural Characteristics; D018864:Cultural Diversity; D006630:Hispanic or Latino / Q000706:statistics & numerical data*; D006801:Humans; D008913:Minority Groups / Q000706:statistics & numerical data*; D012570:School Admission Criteria / Q000706:statistics & numerical data*; D012574:Schools / Q000458:organization & administration*; D012945:Social Values / Q000208:ethnology*; D012959:Socioeconomic Factors; D014481:United States; D055815:Young Adult