1 Ethical Considerations for Gifted Assessment and Identification of Children who are Culturally and Linguistically Diverse Nanda Mitra-Itle

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Ethical Considerations for Gifted Assessment and

Identification of Children who are Culturally and Linguistically

Diverse

Nanda Mitra-Itle

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Essential Questions

What is the problem?What are the ethical considerations?What factors comprise the problem?What are the solutions?What is the role of school

psychologists?

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What is the Problem?

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The ProblemThe percentage of students of diversity in

gifted programs is not proportional to their percentage of representation in the school. Consequently-under-representation in gifted programs.

Ethical violations in daily practice of educators that has perpetuated this problem.

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The Problem: Show me the numbers (Ford & Whiting, 2007) (Pierce et al, 2007)

22%

78%

44%

57%

10%

90%

0%10%20%30%40%50%60%70%80%90%

100%

Diverse EuropeanAmerican

Per

cen

tage

in p

opu

lati

on

1972

2004

high level

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The Problem: Show me the numbers (US Dept of Educ, 2004)

Region III States Gifted Program Enrollment(Delaware, District of Columbia, Maryland,

Pennsylvania, Virginia, West Virginia)

14%2%

49%

6%1%

55%

0%10%20%30%40%50%60%

African A Hispanic EuropeanAmerican

Per

cent

age

enro

lled

EnrolledGifted

7


Gifted Demographics for PA

14%4%

79%

8%2%

87%

0%10%20%30%40%50%60%70%80%90%

100%


Per

cent

age

enro

lled

EnrolledGifted

8


Graduation Rate Demographics for PA

46%41%

81%

0%10%20%30%40%50%60%70%80%90%


Per

cent

age

grad

uate

d

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The Problem: Show me the numbers (Rose, 2001)

Graduation Rate Comparison

99%

77% 79%

0%

20%

40%

60%

80%

100%

120%

Per

cent

age

grad

uate

d

GiftedDropedGen ed

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What are the ethical considerations?

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What does Ethics have to do with it? (NASP Code of Ethics) (Jacob-Trimm & Harshorne, 1994)

“Formal principals that guide conduct of a professional school psychologist.”

Mandates school psychologists to protect the rights and welfare of the student while promoting improvement in the quality of their lives.

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What does Ethics have to do with it cont… (NASP Code of Ethics) (Jacob-Trimm & Harshorne, 1994)

Based on assumptions that we will act as advocates for our students/client and at the least, do no harm.

Welfare of psychological patrons and maintaining public trust

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Ethical Considerations (NASP Code of Ethics) (Jacob-

Trimm & Harshorne, 1994)

Professionals CompetenceProfessional Relationships and

Responsibilities to clientClient AdvocacyResponsibilities in

assessment/interventionSchool based research/evaluation

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Professional Competence (Jacob-Trimm &

Harshorne, 1994)

Being acquainted with ones own limitations and strengths in training and experience and engaging in activities consistent with ones competencies.

Upon recognition of limitations, one should seek out continuing professional development and remain progressive in research, training, professional practice.

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Professional Relationships and Responsibilities to client

(Jacob-Trimm & Harshorne, 1994)

Practice to encourage improvement in the quality of life for client while maintaining sensitivity to mental, emotional, political, economic, social, racial, ethnic, etc characteristics.

Resolve conflicting interests in a method that protects rights of all individuals involved.

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Client Advocacy (Jacob-Trimm & Harshorne, 1994)

Concerns for protecting the rights and welfare of students is communicated to school administration and staff and is the top priority in determining services.

When acting as advocates school psychologists must take into account rights of each individual involved and the duties of the school personnel.

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Responsibilities in assessment/intervention (Jacob-Trimm et al, 1994)

Obligation to understand the nuances of assessment/intervention and maintain dignity/integrity of clients while acting as advocates for their welfare.

Must be conversant in various variables involved in place of employment and establish clear roles

Promote change in work place/society that will benefit client/community

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School based research/evaluation

(Jacob-Trimm et al, 1994) Take responsibility for all facets of their research from topic to reporting.

Communicate findings in a manner that is easily understood by audience.

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What factors comprise the problem?

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Factors to ponder

Definitional disagreements of intelligence

Statistical disparities in school population (staff vs. students).

Conflicts of cultural values/behaviorsBreak between Research and Practice

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Definitional disagreements of intelligence (Plucker, 2001); NAGC, 2007 p. 2)

Spearman-Two factor theory and “g”Thurstone-7 Primary Mental abilitiesCattell-Fluid vs. CrystallizedGuildford-Divergent thinking and

Structure of the Intellect ModelGardner-Multiple IntelligenceSternberg-Triarchic Theory

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Definitional disagreements of giftedness(NAGC, 2007 p. 2)

Gagne-uses untrained/spontaneous natural ability in at least one domain that’s in top 10% for his/her age.

Renzulli-interaction among AA general and/or specific abilities, high levels of task commitment and high levels of creativity.

Sternberg & Wagner- mental management of life in a constructive, purposeful way using adaptation to ones environment, selection of new environment and shaping of an environment

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Definitional disagreements of giftedness by

state/politicalPA-A child with an outstanding

intellectual or creative ability that requires specially designed programs and/or support services not ordinarily provided in the regular education program (22 Pa. Code16.1)

MA-no gifted definition(NAGC, 2007 p. 2)

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Definitional disagreements of giftedness by

state/political cont.. …Identified by professionally qualified persons

who by virtue of outstanding abilities are capable of high performance (Former U.S. commissioner of Education Sidney

Marland) (NAGC, 2007 p. 2)

Outstanding talent perform/shows potential for performing at remarkably high levels when compared to same age, experience, envir…exhibit high performance in intellect, creative, artistic.. Gubbins, 2005)

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Definitional disagreements of giftedness by culture (Sternberg, 2007)

Taiwanese Chinese-add inter/intra personal skills.

Africa-emphasize on skills that maintain harmony of intergroup relations

Chewa in Zamiba-emphasize social responsibilities, cooperativeness and obedience

Zimbabwe-word intelligence means prudent/cautious

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Statistical disparities in school population

(National Center for Education and Statistics, 2004)

Teacher vs. Student ethnic comparison

83%

40%

61%

0%

20%

40%

60%

80%

100%

Demographics

Per

cen

t re

pre

sen

ted

in

Pu

bli

c sc

ho

ols

Cau TeacMin. stCau st

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(National Center for Education and Statistics, 2004)

Teacher vs Student ethnic comparison

17%

40%

61%

0%

10%

20%

30%

40%

50%

60%

70%

Demographic

Per

cent

age

repr

esen

ted

Min TeacMin. stCau st

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(Lopez)

NASP School Psychologist vs. Student comparisons

91%

40%

61%

0%

20%

40%

60%

80%

100%

Demographic

Per

cent

age

repr

esen

ted

Cauc PsychMin StCauc st

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Implications of this population disparity

Most districts rely on educator referrals before formally assessing for gifted program (McBee, 2006)

Educators who make referrals find it difficult to determine minority student’s potential since they are of a different ethnic group. (Matthews & Matthews, 2006)

Deficit Thinking-having negative and stereotypic views about students who are culturally diverse(Ford et al, 2003)

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Implications of this population disparity cont…

In fact, a study concluded that teacher referral was a poor manner for gifted screening. (Matthews & Matthews, 2006)

A study found that teacher judgment was only 27% efficient in identifying gifted students. (McBee, 2006)

A study found that teachers rated Hispanic students lower. (McBee, 2006)

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Implications of this population disparity cont…

A study found that 2nd grade teachers were still hesitant, in some cases, to refer even after they had all answer correct on a CBM. (Pierce et al,, 2006)

A study found that teachers in Alaska thought Eskimo children to not be as bright(Sternberg, 2007)

Few teachers exposed to a multicultural curriculum or have experience with students of diversity in their training so they are ignorant of cultural nuances regarding learning styles, communication patterns, behavioral approaches, etc Sternberg, 2007)

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Conflicts of cultural values/behaviors

“The body is the hardware and culture is the software.” (Ford et al, 2005)

Manifestations of giftedness reflect the interaction of culture, language, world-view, conceptual style, values, personality (Harris et al, 1991)

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Conflicts of cultural values/behaviors(Knutson et al, 2005)

Native Americans Interdependence Community Slower/delayed

responses Nonverbal

communication/direct verbal comm.

Present orientation Participate after

observation

European Americans Independence Competition Faster/immediate

responses Verbal

Communication/indirect verbal comm

Future orientation Initiative

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Conflicts of cultural values/behaviors(Knutson et al, 2005)

Keresan PuebloGiftedness-global

quality that shows by contributing to society

Inter-relationshipscooperation

European AmericansGiftedness-Superior

abilitiesCompetitionSelf-promotion

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Conflicts of cultural values/behaviors(Cohen, p2)(Sue & Sue, 2003)

Hispanic Americans Work together with

family to solve problem Speak after spoken to Collateral (extended

family) Obedience to authority Harmony with nature Direct verbal comm.

European Americans Competition, self-

direction, Initiative in speaking

first Individual (nuclear

family-bio necessity) Independence and

questions Subjection of Nature Indirect verbal comm.

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Conflicts of cultural values/behaviors(Sue & Sue, 2003)

African AmericansPresent orientationCollateral (extended

family)Collective

orientationHarmony with nature

European AmericansFuture orientationIndividual (nuclear

family-bio necessity)Individualistic

orientationMaster of nature

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Other Conflicts Involved (Morris, 2002)

Some schools African Americans experience second-generation discrimination

In order to succeed may African Americans feel pressure to acculturate into European culture instead maintaining both.

Self sabotage success b/c friends not in gifted program.

Language minority students are disadvantaged b/c of background.

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Break between Research and Practice (Cohen p2)

Divergence in intellectual assessment practices(Cohen p2)

Practice often reflects misconceptions, budget, habit, etc instead of research based theories.

Cognitive expression often tempered by context (Sternberg, 2007).

Minorities do better on performance based assessments (Ascher, 1990)

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Break between Research and Practice cont…

Identification process varies even within the same district.

Identification often consists of only a standardized test or weights it heavily.

Context and SES affect expression of intelligence. (Sternberg, 2007)

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What are the solutions?

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Solutions to ConsiderAdopting a pluralistic perspective (Harris

et al, 1991)

Educating all staff members and seeking professional development on diversity issues related to gifted identification(Romero, 1994)

Using a multiple-criteria method

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Adopting a pluralistic perspective (Harris et al, 1991)

Means assimilating the definitional disagreements into one cohesive perspective that uses a multimodal/multidimensional view that accounts for the variability in gifted expression.

This allows for definition based on strengths and research instead of relative to European American middle class students.

Allows for more flexibilityThis perspective forces us to see both the

individual and environmental factors of each student.

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Adopting a pluralistic perspective- Example (Romero, 1994)

Characteristics of giftedness

Breath of information Strong Memory High Verbal Proficiency High Abstract thinking Creativity Diverse interests,

abilities

Cultural Expression in Keresan People

Geographic knowledge about environment, cultural history, storytelling

Remembering songs, speeches, traditions, legends

Native speech, song composition, etc

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Educating all staff members and ourselves

(Romero, 1994)Educating staff members/yourself so they/you are sensitive to a variety of gifted characteristics related to culture, race, etc

School staff members should encourage attitudes, practices and polices in school consistent with a multicultural classroom.

All students profit from an integrated culturally responsive setting not just diverse learners.

Attend minority events and collaborate with diverse communities(Grantham et al--)

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Being SupportiveEncourage students to balance b/w both

cultures via education and sensitivity (Romero,

1994)

Acknowledge value of being competent in both cultures (Romero, 1994)

Understand nature and needs of diverse learners in your school (Romero, 1994)

Clarify educational goals and practices Romero, 1994)

Re-examine educational paradigms (Grantham et

al--)

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Being Supportive cont….

Encourage diverse learners and their families to collaborate with their school in educating staff members about cultural considerations. (Daniels, 1998)

Encourage parents to advocate for their right and for a multicultural curricula and policy(Daniels, 1998)

Encourage diverse learner’s parents to volunteer

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Being Supportive cont….

Encourage communication b/w home and school regarding diverse issues (Grantham et al--)

Let parents know of the gifted program

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Using a multiple-criteria method (Flanagan et al,--)

Student interviewPermanent productsGATES (Gifted and Talented Evaluation

Scales)Sociometric questionnaireParent InterviewTeacher interviewObservationsPerformance based assessments

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Using a multiple-criteria method (Thomas & Grimes, 2002)

Cognitive AssessmentsCHC cross battery approachDynamic assessment (pretest-

intervention-posttest for acquisition of skills) (Lidz & Macrine, 2001)

DISCOVER (Discovering Intellectual Strengths and Capabilities through Observation while allowing for Varied Ethnic Responses) (Sarouphim, 2004)

Project CLUE (Clustering Learners Unlocks Equity) (Pierce et al, 2007)

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Before using a cognitive assessment remember…

Administration of intelligence tests in English are appropriate when used with students who are English dominant (Bainter et al,

2003)

Bilingual-Assessment should measure task performance across two languages (Ascher, 1990)

Minorities perform better on performance based assessment than on standardized assessments. (Sarouphim, 2004)

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Scientific theory in test development is mitigated by cultural values, societal beliefs, sociopolitical climate (Thomas & Grimes, 2002)

Lack of support for profile analysis (Thomas & Grimes, 2002)

Cognition and language are so interrelated that it can be difficult to distinguish the two (Thomas & Grimes, 2002)

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Cognition is a continuum with abilities related to formal education and learning on one end and less related to formal education on the other end. (Thomas & Grimes, 2002)

Decision to use an assessment should be based on purpose, case history, psychometrics, etc. (Thomas & Grimes, 2002)

Always present test scores in ranges (Thomas &

Grimes, 2002)

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Cognitive AssessmentsKauffman Assessment Battery for

Children (K-ABC) Mental Processing Composite (Lidz et al, 2001)

Naglieri Nonverbal Ability Test (NNAT/DA) (Lidz et al, 2001)

Raven’s progressive Matrix (Castellano, 1998))

System of Multicultural Pluralistic Assessment (SOMPA) (Harris et l, 1991)

Cattell Culture-Fair Intelligence Series (Harris

et l, 1991)

Guldford Structure of Intellect Test(Harris et l, 1991)

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Cognitive Assessments (Tomas et al, 1995)

Escla de Inteligencia Wechsler para Ninos-R (WISC-1982)

Differential Ability Scales for Children-5th Ed.

Test of Non-Verbal Intelligence2 (TONI)Language Assessment Scales-Oral-

Spanish and English.

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What is the role of school psychologists?

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What is the role of school psychologists? (Thomas & Grimes, 1995 p.1084)

Consultation with teachers, parents, administrations, etc to assistant with identification and interpretation of gifted

Advocating for Best Practice using research.

Using effective models of systematic problem solving

Productive member of the gifted identification team

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What is the role of school psychologists? (Thomas & Grimes, 1995 p.342)

Help teachers and administers to reframe their own perspectives and biases.

Understand relationships b/w culture, ethnicity, SES and acculturation.

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References Ascher, C. (1990). Assessing bilingual students for placement and instruction (Report No. 65) New

York, NY: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Services ED322273).

Bainter, T.R., & Tollefson, N. (2003). Intellectual assessment of language minority students: what do school psychologists believe are acceptable practices. Psychology in the Schools, 40(6), 599-603.

Cantu, L. (1998) Intercultural Development Center. http://www.idra.org/IDRA_Newsletter/June_-_July_1998_Gifted_and_Talented_Students…

Castellano, J.A. (1998). Identifying and assessing gifted and talented bilingual hispanic students . Davidson Institute for Talent Development. http://www.gt-cybersource.org/ArticlePrintable.aspx?rid=14056

Cohen, L.M (1990). Meeting the needs of gifted and talented minority language learnersNew York, NY: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Services ED321485).

http://www.kidsource.com/kidsource/content/gifted_and_minority_lang.html. Daniels, V.I. (1998). Minority students in gifted and special education prorams: a case for

educational equity. The Journal of Special Education, 32(1), 41-43. Education Commission of the States. State Gifted and Talented Definitions 2004.

http://www.ecs.org/clearinghouse. Fagan, T.K,, & Wise, P.S. (2000). School Psychology: Past, Present and Future.

Bethesda, MD: NASP publications. Ford, D.Y., & Gilman, W.W. (2007). Another perspective on cultural competence:

preparing students for an increasingly diverse society. Gifted Child Today, 30(2), 52-55. Ford, D.Y., & Grantham, T.C. (2003). Providing access for culturally diverse gifted

students: from deficit to dynamic thinking.Theory into Practice, 42(3), 217-225.

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References cont… Ford, D.Y., Moore, J.L III., & Milner, H.R. (2005). Beyond culturalblindness: a model of

culture with implications for gifted education. The Roeper School. http://www.accessmylibrary.com

Grantham, T.C., Frasier, M.M., Roberts, A.C., & Bridges, E.M.(2005). Parent advocacy for culturally diverse gifted students. Theory into Practice, 44(2) 138-147

Gubbins, E.J. (2005). Snapshot of intelligence. National Research Center on the Gifted and Talented. http://www.gifted.uconn.edu/nrcgt/newsletter/winter05/wintero51.html

Harris, J.J., & Ford, D.Y. (1991). Identifying and Nurturing the Promise of Gifted Black American Children. Journal of Negro Education 60(1), 3-18.

Jacob-Trimm, S., & Hartshorne, T. (1994). Ethics and Law for School Psychologists. Brandon, VT: Clinical Psychology Publishing Co., Inc.

Knutson, K.A., & McCarthy-Tucker, S.N. (1993). Gifted education for native american students, a state of affairs. Arizona State University Roundtable Presentation: Atlanta, GA: American Educational Research Association.

Lidz, C.S., & Macrine, S.A. (2001). An alternative approach to the identification of gifted culturally and linguistically diverse learners. School Psychology International, 22(1) 74-96.

Lohman, D. The Role of Nonverbal Ability Tests in Identifying Academically Gifted Students.http://faculty.education.uiowa.edu/dolman

Lopez. E.C. Practicing the Three C’s cross-cultural competence in school psychological services. www.nasponline.org/resources/culturalcompetence

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References cont… Matthews, P.H., & Matthews, M.S. (2004). Heritage language instruction and

giftedness in language minority students: pathways toward success. Journal of Secondary Gifted Education, 15(2), 50-55.

McBee, M.T. (2006). A descriptive analysis of referral sources for gifted identification screening by race and socioeconomic status. The Journal of Secondary Gifted Education, 17(2), 103-111.

Morris, J.E. (2002). African american students and gifted education: the politics of race and culture. Roeper Review, 24(2), 59-62.

National Association for Gifted Children. What is Gifted? http://www.nagc.org/index.aspx?id=574

National Center for Education and Statistics. http://nces.edu.gov/pubsearch Pierce, R.L., Adams, C.M., Speirs, K .L., Casseady, J.C., Dixon, F.A., &

Cross, T.L. (2007). Development of an identification procedure for a large urban school corporation: identifying culturally diverse and academically gifted elementary students. Roeper Review, 29(2), 113-118.

Plucker, J. (2001). Intelligence theory and gifted education. Roeper Review, Romero, M.E. (1994). Identifying giftedness among keresa pueblo indian, the keres

study. Journal of American Indian Education, 34(1). http://jaie.asu.edu/v34/V34Slide.htm.

Rose, E.A. (2001). A longitudinal study of the course of academic achievement of urban and minority gifted and general eduation students. Seattle,WA: Paper presented at the 82nd annual meeting of the American educational research association.

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References cont… Sarouphim, K.M. (2004). DISCOVER in middle school: identifying gifted

minority students. Journal of Secondary Gifted Education, 15(2), 61-69. Sternberg, R.J. (2007). Cultural concepts of giftedness. Roeper Review,

29(3), 160-165. Sue, D. W., & Sue, D. (2003).Counseling the Culturally Diverse Theory

and Practice 4th Edition. New York: Wiley & Sons, inc. Thomas, A & Grimes, T, (1995). Best Practices in School Psychology III.

Washington, DC: NASP Publications. Thomas, A & Grimes, T, (2002). Best Practices in School Psychology IV.

Washington, DC: NASP Publications. U.S. Department of Education. Office for Civil Rights. The Mid-

Atlantic Equity Center. http://www.nswagtc.org

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Good Bye and Thanks for your patience.

Documents

1 Ethical Considerations for Gifted Assessment and Identification of Children who are Culturally and Linguistically Diverse Nanda Mitra-Itle