SPECIAL POPULATION OF GIFTED LEARNERS: GIFTED HISPANICBy: Margaret Garrett, Alicia Payne, and Chris

Rhinehart

HISPANIC GIFTED STUDENTSINTRODUCTION

For over 25 years, blame has been extended to gifted programs for favoring children from advantaged backgrounds. Minority groups or gifted learners are highly underrepresented in gifted programs in the United States. Statistics report that this underrepresentation may vary for 30% to 70%. The average is common at around 50%. (Ford & Thomas, 1997). Gifted students exist in all levels of society, every culture, and every ethnic group (Frasier, Garcia, Passow, 1995). In order to include underrepresented minority groups in gifted programs, it is mandatory to establish “equal footing” for all students no matter what their race, culture, or socioeconomic status is (http//blogs.scientificamerican.com/streams-of-consciousness/2012/11/02/where-are-the-gifted-minorities/).

CHARACTERISTICS OF GIFTED HISPANIC STUDENTS

Characteristics which are often observed in gifted Hispanic American children are:

-These students learn English language skill quickly.-Gifted Hispanic students have strong leadership qualities.-These students interact will with older students and easily converse with adults.-They are risk-takers and enjoy a sense of drama-Gifted Hispanic children have an easy time being “busy” and entertained.

They are able to exhibit ingenious ways to play with simple toys.-These children easily and readily accept responsibilities. These qualities are seen

in behaviors which would normally be evidenced in older children. These responsibilities include taking care of younger siblings and haling brothers and sisters with homework.

-Gifted Hispanic students may be characterized as “street wise” with the “know-how” to survive in the Anglo society (Castellano, 1998).

CONTINUED- CHARACTERISTICS

Characteristics of Gifted Hispanic children may also include gender issues:-There has been a rise in the number of acceptances of Hispanic girls in gifted programs.- Hispanic females have shown educational increases over Hispanic males. - Trends show Hispanic females experiencing more achievements in education than Hispanic males. - Hispanic females have shown more participation at higher educational levels than their male counterparts.- The trend shows the underrepresentation of even Hispanic females is only 1% participation in graduate programs (Castallano, 1998).

DISCRIMINATION - TESTING It is imperative that local school systems maintain systematic processes for

identifying and serving the gifted and talented, especially for the increasing umbers of culturally and linguistically diverse students which are entering our nations educational systems (Castellano, 1998).

Underrepresentation of minority gifted students is usually blamed on biases in standardized tests which are based on test content and test format, cultural performance differences, and uses of test results (Frasier, Garcia, Passow, 1996).

Many believe that standardized tests are discriminatory against people “whose linguistic and perceptual orientation, cognitive style, learning and response styles, economic status, and cultural or social background differed from the dominant norm group – white, middle class, native English-speaking populations” (Frasier, Garcia, Passow, 1996, p. 8).

Most procedures in place for the purpose of identifying gifted students have been made for use with native English speaking, middle class children. Most of these students live in poverty and lack educational advantages than other students. They tend to score lower or poor scores on standardized tests. This exemplifies bias (Sevier, 2014).

All gifted students have cognitive, affective, and social characteristics that make them different from non-gifted students, however, within and between different linguistic and cultural groups are different expectations – culturally and socially (Cohen, 1988).

CONTINUED – DISCRIMINATION Referrals to gifted programs are often seen as discriminatory against Hispanic gifted students. These minority students are often overlooked during the first step towards nomination, the

referral process. Reasons for this discriminatory action are often because of teacher attitudes toward these

minority students and because of the types of schools these children are attending. Other students ad educators tend to have low expectations for culturally and linguistically

diverse students. Low expectations tend to lead to minority students being overlooked. “The practice of considering all disadvantaged children to be equally and negatively

affected by their environments and language differences causes them to be overlooked” (Grasier, Garcia, Passow, 1995, p.9).

Teacher inabilities to be able to recognize gifted behaviors in the students, fewer referrals to the gifted programs are made (Grassier, Garcia, Passow, 1995).

Every gifted student is just as distinct from each other as each one is from other children. Identification of these students must be early and support need to be provided for the development of their gifts of strength (in personal domains). This should consist of multiple assessments. Training for teachers and parents must be provided and decisions based on a broad system of evaluations should be used to give equal footing to all students (Johnsen, 2009).

CONTINUED - DISCRIMINATION

Parents also present a problem for these students resulting in

underrepresentation in gifted programs.

This underrepresentation is because often parents of Hispanic students

lack an understanding of gifted programs.

These parents are often do not understand these programs because of a

lack of contact with gifted organizations or programs.

CONTINUED - DISCRIMINATION

Deficit-Based paradigms is another reason for

underrepresentation of Hispanic children in gifted

programs.

This means that minority students have been seen through

their deficiencies not their strengths (Frasier, Garcia,

Passow, 1995).

CULTURE AND ENVIRONMENT

“One of the best things you can do for these (Hispanic gifted) children is to let them know that your realize they are smart and that you value them in your classroom” (Abellan-Pagnani & Hebert, 2013). Elementary teachers of Hispanic gifted students are

faced with a great challenge to help these students. These students need to feel their culture and background

are honored. Students need to be socially and emotionally supported.

CONTINUED – CULTURE AND ENVIRONMENT

Projections show a need for drastic changes for these students. Hispanics are now the largest, fastest growing and youngest minority group in our

country. Within 20 years, one-fourth of the country’s school children will be Hispanic. Facts fostering a need for adjustments:

- These students are more likely to live in environments of poverty.- They are less likely to graduate high school having the largest drop-out rate of al racial ethnic groups.- Hispanics are an extremely diverse group tracing backgrounds to 22

different Spanish speaking countries.- Even though many aspects of these diverse Hispanic groups may be

common, many aspects of these groups makes it difficult to make generalizations from one group to another group (Abellan-Pagnani & Hebert, 2013).

CONTINUED – CULTURE AND ENVIRONMENT

Differences between these diverse Hispanic cultures: These differences may be due to their interactions with their families, their

original culture, and the American culture.Central to the well-being of Hispanic children include: being bilingual, bicultural, maintaining the importance of family, a strong

need for adult relationships that are supportive, and the need for a sense of belonging in the school environment.

Not all, but most Hispanic students are bilingual and their self-esteem and academic achievement are boosted through the encouragement to use their native language.

Important too is the maintenance of their home language for their development socially and emotionally. This adds to their resiliency.

Just as with maintaining their original language, Hispanic students should be bicultural, learning the new culture, while holding on to their native culture (Abellan-Pagnani & Hebert, 2013).

For the gifted minority language student, it is particularly crucial to develop a strong link between school and home (Cohen, 1990).

CONTINUED- CULTURE AND ENVIRONMENT

Positive cultural images and the understanding of the cultural practices go hand-in-hand with positive self-esteem.

In Hispanic communities, family is first and foremost. Hispanic students’ social and emotional development depend on strong, family

involvement. Family serves Hispanic children as protection. Family is key to Hispanic children with family members being their best friends. Family is important to Hispanic children as motivation. Family pride is important to these children. The feeling of being appreciated helps these children be more successful. Immigrant students who easily adapted to a new school environment develop

stronger emotionally and socially. The ability to express, without discomfort, cultural values and opportunities to

interact at school with adults who value their culture enable Hispanic student feel they belong (Abellan-Pagnani & Hebert, 2013).

CONTINUED – CULTURE AND ENVIRONMENT Gifted cultural characteristics of Hispanics many appear

different from traditional characteristics of gifted students in the majority culture. Puerto Rican children look to their parents for advice in situations rather

than acting independently. Hispanic students are often seen as disrespectful when in reality they

desire to show respect for their elders. This is often the opposite precocious behavior of the majority population.

Behaviors of Mexican-American children who strive to show respect for their elders, the law, as well as for any type of authority may become very vulnerable in a school where individual competition, initiative, and self-direction may be valued (Cohen, 1990).

COGNITIVE CHARACTERISTICS

Recent studies have stated that the development of a second language has positive effects on one’s cognitive skills. Bilingual speakers have two linguistic systems to use in sharing their thoughts. Switching and

transferring are two cognitive mechanisms which are developed in bilingual students (Kloosterman, 1997).

An effective indicator of giftedness among Hispanic children is code switching. Students are able to switch from one language to another in a conversation. The ability of code switching is also an indicator of greater cognitive skills as well as development of students with social flexibility. Students who are allowed to maintain their native language have better cognitive development (Abellan-Pagnani & Hebert, 2013).

Transferring is the cognitive mechanism where students may transfer information from one language to another (Kloosterman, 1997).

There is little information and many misconceptions of learning and cognitive styles’ preferences with these students. Culture may have an effect on cognitive abilities of these students as many in the Hispanic culture have been taught to value listening and learning and encouraged to thinking before speaking. This may appear to be a sign of slowness which in reality is behavior the student sees as correct behavior (Kloosterman, 1997).

AFFECTIVE CHARACTERISTICS OF HISPANIC LEARNERS

Positive cultural images and the understanding of the cultural practices go hand-in-hand with positive self-esteem.

In Hispanic communities, family is first and foremost. Hispanic students’ social and emotional development depend on strong, family involvement. Family serves Hispanic children as protection. Family is key to Hispanic children with family members being their best friends. Family is important to Hispanic children as motivation. Family pride is important to these children. The feeling of being appreciated helps these children be more successful. Immigrant students who easily adapted to a new school environment develop stronger

emotionally and socially. The ability to express, without discomfort, cultural values and opportunities to interact at

school with adults who value their culture enable Hispanic student feel they belong (Abellan-Pagnani & Hebert, 2013).

SIMILARITIES AND DIFFERENCES OF UNDERACHIEVING GIFTED AS COMPARED TO THE GENERAL POPULATION

Characteristics of a Gifted Achiever Motivation Intense unusual interest Highly expressive

communication skill Effective problem solving

ability Excellent memory

Inquiry (curiosity) Quick grasp of insight Uses logic and reasoning Imagination or creativity Able to convey and pick up

humor.(Wellisch & Brown,

2013)

SIMILARITIES AND DIFFERENCES OF UNDERACHIEVING GIFTED AS COMPARED TO THE GENERAL POPULATION

Characteristics of a Hispanic Gifted Achiever These students learn English language skill quickly.

-Gifted Hispanic students have strong leadership qualities.-These students interact will with older students and easily converse with adults.-They are risk-takers and enjoy a sense of drama-Gifted Hispanic children have an easy time being “busy” and entertained. They are able to exhibit ingenious ways to play with simple toys.-These children easily and readily accept responsibilities. These qualities are

seen in behaviors which would normally be evidenced in older children. These responsibilities include taking care of younger siblings and haling

brothers and sisters with homework.-Gifted Hispanic students may be characterized as “street wise” with the “know- how” to survive in the Anglo society (Castellano, 1998).

DEVELOPMENTAL MILESTONES

The cultural diversity of Hispanic students in the early years in often shown through play. Developmental milestones are reflected differently in various cultures. Hispanics of Mexican descent show their development milestones through play by:

Action and rhythmicity Children pretend about household responsibilities Their play shows the importance of respect The value education by pretending about homework, school,

and going to the library (www.learnnc.org.lp/editions/brdglangbarriers/1997).

SOURCES

Abellan-Pagnani, L. & Hegert, T. (2013). Using picture books to guide and inspire young gifted Hispanic students. Gifted Child Today, 36(1), 47-56.

Castellano, J. (1998). Identifying and assessing gifted and talented bilingual Hispanic gifted students. Davidson Institute for Talent Development. (ED-99-CO-0026)

Cohen, L. (1988). Meeting the needs of gifted and talented minority language students’ Issues and practices. National Clearinghouse for Bilingual Education, 8, 1-4.Cohen, L. (1990). Meeting the needs of gifted and talented minority language students. ERIC #D480 [Eric Document Reproduction Service No. ED 321485.Frasier, M., Garcia, J., & Passow, H. (1995). A review of assessment issues in gifted education and their implications for identifying gifted minority students. The National Research Center on the Gifted and Talented.http://blogs. Scientific american. Com/streams-of-consciousness/2012/11/02/where-are-the-gifted- minorities/Johnsen, S. (2009). Practices for identifying gifted students” No single test can capture a gifted student’s dynamic abilities. Principal, 8-14.

CONTINUED - SOURCES

Kloosterman, V. (1997). Building a bridge: A combined effort between gifted and bilingual education. The National Research Center on the Gifted and Talented Newsletter.Sevier, J. (2014). Peabody professor urges attracting and retaining gifted student from different cultures. Ideas in Action.Wellisch, M. & Brown, J. (2013). Many faces of a gifted personality: Characteristics along acomplex gifted spectrum. Talent Development & Excellence, 5(2) 43-58.www.learnnc.org/1p/editions/brdglangbarriers/1997