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Culturally Diverse Students Who AreGiftedAlexinia Y. BaldwinPublished online: 08 Jun 2010.

To cite this article: Alexinia Y. Baldwin (2002) Culturally Diverse Students Who Are Gifted,Exceptionality: A Special Education Journal, 10:2, 139-147, DOI: 10.1207/S15327035EX1002_7

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Culturally Diverse Students Who Are Gifted

Alexinia Y. BaldwinDepartment of Curriculum and Instruction

University of Connecticut

Culturally diverse students are receiving much deserved attention by educators of the gifted.Historically, the field has been unable to answer all concerns about this “minority within thegifted minority”; however, research and census data indicate that diversity has become a pri-ority in educational settings. Understanding the meaning of cultural diversity and acceptingnew paradigms for developing organizational and instructional strategies are important vari-ables that lead to success in meeting the needs of this population. Research has shown thatconceptual and attitudinal changes toward the recognition of hidden abilities often over-looked in culturally diverse groups have enriched successful programs for the gifted. Rec-ommendations for the involvement of administrators, teachers, parents, and the communityin the planning process for inclusion of culturally diverse students in programs for the giftedprovide a roadmap for this complex process.

Within the last 3 decades, there has been an intense interest in the education of gifted stu-dents. Appropriate identification strategies, organizational plans for meeting these needs,and teaching and curriculum strategies have been in the forefront of debates about bestpractices. Within this mix of concerns has been the continuing dilemma of applying es-tablished criteria to those students who are culturally diverse. Throughout this period oftime many (e.g., Baldwin, 1985; Bernal & Reyna, 1975; Frasier, 1989; Richert, 1985)have kept the concern for the culturally diverse gifted child before the educational deci-sion-makers. Understanding the significant meaning of cultural diversity and acceptingdifferent paradigms regarding giftedness, appropriate identification, and program provi-sions for children from these diverse backgrounds have been the source of discontent inthe attempt to provide clues of giftedness that can be found in all ethnic–cultural groups.

Much has been written on this topic and it is not the intent of this article to reviewagain all of these concerns, but rather to give some practical suggestions for teachers andadministrators who are and will be facing these continuing concerns in the future. It isimportant, however, to review some aspects of the past discussions of this domain to pro-vide meaningful suggestions.

EXCEPTIONALITY, 10(2), 139–147Copyright © 2002, Lawrence Erlbaum Associates, Inc.

Requests for reprints should be sent to Alexinia Y. Baldwin, University of Connecticut, Department of Curricu-lum and Instruction, 249 Glenbrook Road, Unit 2033, Storrs, CT 06260. E-mail: abaldwin@uconnvm.uconn.edu

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UNDERSTANDING CULTURAL IDENTITY

Culturaldiversityhasbeendefined inmanywaysandanunderstandingof thesedefinitionsallows for the provision of appropriate programs for culturally diverse gifted students.Culture is“theessenceofwhoweareandhowweexist in theworld (Hollins,1996,p.18). Itcomes from experiences found in a particular environment. Further, Hall (as cited inHollins, 1996) in his description of the function of culture said, “Culture is man’s medium.This means personality, how people express themselves, and the way they think” (p. 18).Another definition states, “ In an attempt to understand differences, there have been manyefforts to look at the effects of culture, societal attitudes, and language on the lack of inclu-sionofAfricanAmericansandotherdiversegroups inprogramsfor thegifted”(Baldwin&Vialle, 1999, p. 5). Banks’s (1989) explanation of the necessity to attend to the needs ofgifted children of diverse backgrounds can be used to give a perspective of culture. He hassuggested that the culture of the United States overlaps many cultures without diluting therole each plays in the development of the individual. He explained that:

a nation as culturally diverse as the United States consists of a common-overarching culture,as well as a series of microcultures. These microcultures share most of the core values of thenation–state, but these values are often mediated by the various microcultures and are inter-preted differently within them. Afro-Americans and Hispanic Americans who have not ex-perienced high levels of cultural assimilation into the mainstream culture are much moregroup-oriented than are mainstream Americans. These students experience problems in thehighly individualistic learning environment of the school. (p. 10)

This explanation of culture also clarifies the relationship of ethnicity and culture. Eth-nicity refers to a biological grouping, whereas the micro- and macroenvironment inwhich a particular ethnic group exists influences culture. Moreover, diverse studentsbring to the educational table traits, personalities, and experiences that do not always fitinto the mold of traditional programs for the gifted. Kozol (1995), MacLeod (1995), andLadson-Billings (1994) have expressed the urgency as well as the great possibilitiespresent in recognizing the high quality of students from diverse backgrounds. In the late1960s, programs for the gifted that included minority students were practically nonexis-tent. There has been a gradual change in numbers, but the proportion of culturally diversestudents placed in classes for those with mental disability far exceeds the proportionplaced in classes for the gifted.

ACCEPTING NEW PARADIGMS

Identification

The strong adherence to the g factor of intelligence in determining the giftedness of stu-dents has made a paradigm shift in identification techniques difficult. In 1976, I designeda matrix with the concept of combining standardized and nonstandardized assessmentstrategies, such as the Scales for Rating the Behavioral Characteristics of Superior Stu-

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dents (Renzulli, Smith, Callahan, White, & Hartman, 1976) to look beyond achievementtest scores or IQ for hidden potential. A refined version of the matrix defined more accu-rately this basic concept and included an assessment of human qualities of “school andnon-school” achievements (Baldwin, 1984). This process of identification was acceptedor modified by many school districts, but many felt that the matrix design did not providethe proper quantitative proof of giftedness. Proper use of the matrix gave administrators atotal profile of the student and an opportunity to see giftedness in areas that were not aca-demic in nature. Subsequent efforts by Frasier (1993), Harris and Ford (1991), Barker andBernal (1991), and others have not been able to satisfy the need to quantify the presence ofability. This has been largely due to the criteria being used to indicate giftedness. Thosewho have resisted looking at a new paradigm have argued that looking at added criteria“waters down” gifted programs. However, advocates who have looked beyond the IQ testand have followed a belief that giftedness exists in many guises that cannot always bemeasured by a test, have brought diverse students of high potential into the programs forthe gifted.

Because the paradigm for defining giftedness is shifting, it is important that the as-sessment tools used reflect criteria set by these shifts. Maker (1996) referred to an identi-fication process called Discover. This strategy takes three “school house intelligences”listed by Gardner (1983)—spatial, logical mathematical, and linguistic—and adds struc-tured and unstructured problem-solving tasks. This procedure requires training and per-sonnel to be able to make judgments about the abilities of the students; however, it is atremendous effort to address the inequity in identifying students from culturally diversegroups.

According to Scott, Deuel, Jean-Francois, and Urbano (1996),

ethnic minority gifted can be located through kindergarten screening programs which in-volve large numbers of children. Second, open-ended tasks which encourage fluency are themost promising. Third, verbal tasks which use familiar concepts and vocabulary do not nec-essarily discriminate against young ethnic minority gifted students. (p. 147)

This research was based on the idea that cognition was a good candidate to serve as a basisof a new test to identify minority students. Mills and Tissot (1995) also discussed theidentification procedures to locate minority or culturally diverse students in their article,“Identifying Academic Potential in Students From Under-Represented Populations: IsUsing the Ravens Progressive Matrices a Good Idea?” The Ravens Progressive Matriceshave been used to locate culturally diverse students and holds some promise, but Millsand Tissot cautioned that:

difference among ethnic groups are still found on the test. Advanced Progressive Matrices(APM) should not be used to identify students for placement into a competitive academicsetting for high ability students without some measure of their developed academic abilitiesand skills. (p. 209)

The efforts to find the proper identification procedure for selecting children from cul-turally different backgrounds mentioned earlier represent only a portion of the efforts

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that are being made. Much still needs to be done. To begin to address proper identifica-tion methods of giftedness some important assumptions must be embraced:

1. Giftedness can be expressed through a variety of behaviors and the expression ofgiftedness in one dimension is just as important as giftedness expressed in an-other.

2. Intelligence is a broad concept that goes beyond language and logic to encompassa wide range of human abilities.

3. Carefully planned subjective assessment techniques can be used effectively alongwith objective measures.

4. Giftedness in any area can be a clue to the presence of potential giftedness in an-other area, or a catalyst for the development of giftedness in another area.

5. All cultures have individuals who exhibit behaviors that are indicative of giftedness.

Because the paradigm for defining giftedness is shifting, processes for further devel-oping assessment strategies and tools should reflect criteria set by these shifts and shouldinclude the following:

• Inclusion of parents in understanding the concepts of giftedness (Karnes, 1984).• Training of teachers to look for behaviors that are indicative of problem-solving

and creative skills. Clark (1988, pp. 225–226) listed several behaviors for teach-ers to look for as indicators of giftedness being shown (a) cognitively, (b) throughvisual and performing arts, (c) creatively, (d) academically, and (e) through lead-ership skills.

• Careful analysis of assessment strategies being proposed to determine if the as-sessment captures the meaning that has been accepted for giftedness.

• Use of portfolios of experiences and achievements as part of assessment.• A combination of standardized or traditional and nontraditional assessment pro-

tocols.• A change in the perception of innate abilities of students of different cultural groups.• Recognition of potential that can be developed to superior levels rather than fo-

cusing on deficits.• The use of multiple criteria for assessing ability levels and potential.• Recognition of giftedness other than that which is referred to as “school house

giftedness.”

PROGRAM PLANNING

Curriculum Design

Identification is the first step toward helping us discover who we are designating as giftedstudents, who need a different approach to learning, which is what helps us plan the deliv-ery system for these students.

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Differentiated curriculum is the accepted mantra for programs for the gifted; how-ever, differentiation must be inclusive of the histories and significant events of the cul-tures of students selected for the program. Inclusion is the operative word here in that it isnot being suggested that there be a separate curriculum for culturally diverse students,but one that students of all cultures will explore in a differentiated manner.

Any curriculum design must include a belief and subsequent goals that reflect this be-lief. This is particularly important if inclusion is going to occur. For example, some suchbelief statements might read:

• Historical and contemporary events that recognize the contributions of a widerange of people broadens the scope of knowledge with which all students can be-come involved.

• Insight into the world and environment of other cultures develops a wider sensi-tivity to those with whom students must interact.

An example of goals that might follow these belief statements would be:

• To provide for gifted students of color an opportunity to experience differentiatedcurriculum experiences that draw on their cultures.

• To help students of all ethnic groups understand the bravery, the strength of char-acter, and cleverness of various cultures, despite negative circumstance.

• To increase the knowledge of all students regarding the contributions of all ethnicgroups.

Belief statements establish the philosophy or theoretical milieu out of which planningwill take place. The goals should indicate what outcomes would reflect the foregoingbeliefs.

Instructional System

The instructional system includes the teacher, parents, the environment, and the activitiesthat are derived from the beliefs and the goals. There are three models that enhance the in-structional planning and make it inclusive for culturally diverse students as well as re-spond to the beliefs and goals. One model would be sensitivity enhancement that wouldinvolve the students in activities such as simulations, debates, analysis of rhetoric, and de-signs of answers to the problems. The second model would be an information processingone including library research using original documents, interviews, the collection of ma-terials for information, role assumptions, field trips, or time capsule strategies. Thismodel would give students the background necessary for achieving the goals and objec-tives that would be established. The third model would be the concept development onethat would involve the use of materials from different cultures instead of relying on thetraditional materials provided in most schools. The effects of war can be taught throughthe stories of persons such as African Americans and Native Americans, as well asthrough the traditional materials on war. The concept of numbers can be taught through

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the Egyptian heritage of Arabic numbers as we use them today and the concept of num-bers and their application in developed and undeveloped countries of Africa and otherless developed ethnic communities. How the poet or storyteller captures the feel of his orher environment can be seen through the stories of authors from various ethnic groups.Sociopolitical parallels, language structures, graphic and performing arts of the world,and family life are some of the concepts that can be taught by using a combination of ma-terials from different cultures with that which is standard for most classrooms.

Creative problem-solving processes are among those qualities that are not easilyquantified; however, it is an important element in the development of ability in students.Starko (1995) listed several types of activities that should be considered in planning ac-tivities to foster the development of the potential giftedness in students, as follows: meta-phoric thinking, which makes it possible for students to use one idea to express orexplain another; visualization, in which students are able to visualize things they cannotsee and playing with mental images; and finding order in chaos, in which students prefervisual images that are complex over those that are simple.

Teachers

Teachers are the important part of the instructional system because it will be their task torecognize abilities that might be quantifiable and plan activities to meet those needs. Inpreparing teaching strategies, attention must be paid to specific objectives that can be de-signed by the teacher (and students following the goals) and belief statements as listed inthe previous examples. Involving students in the classroom planning for the achievementof goals will enhance the development of the specific objectives for the day or the week.An example of a specific objective is, “Students will be able to develop an appreciationfor the interdependence of all ethnic groups.” The teacher should have a “compass” toguide him or her, but it should not be limiting. Inclusion of higher thought processes, asrecommended by Renzulli (1977), is a part of the instruction that helps students thinkmore constructively. Baldwin (1971), however, found that minority students who hadspent some time with lower level thought processes were much more successful in devel-oping new ideas, synthesizing concepts, and evaluating concepts presented to them. Thisis why the importance of information and sensitivity enhancement in this instructionalprocess needs to be kept in mind. A strong foundation of information and understanding isimportant in helping students to develop a value system that will reflect a synthesis ofknowledge necessary for higher level thinking.

It is important in this discussion to point out that there are many intervening variablesthat impact the ability of cultural diverse students to show potential and respond tradi-tionally to classroom expectations. These variables are often overlapping and unfortu-nately some of these students might have encountered them all. They are (a)socioeconomic deprivation, a condition of legal or de facto denial of social interactioncombined with substandard housing and jobs; (b) cultural diversity, which is a conditionof racial, ethnic, language, or physical differences from the dominant culture; and (c)geographic isolation, which is a condition of being geographically located away from themainstream of society.

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Although there will be some students in the culturally diverse group who have notbeen working up to their potential, it is important that teachers understand that there is asmuch difference within groups of culturally diverse individuals as there is betweengroups. Therefore, a blanket generalization should not be made about all of the giftedstudents from culturally diverse backgrounds.

Those students who will need additional help in reaching their potential should not betreated to drill and memorization to catch up with their peers. Within the class of giftedstudents instruction should focus on vertical–diagonal movement for those studentsneeding to catch up, and horizontal–diagonal movement for those who do not have theacademic deficits, but are ready for depth of study as well as growth. Figure 1 shows howthis movement allows for in-depth (horizontal) activities as well as “catch-up activities”(vertical) while advancing to higher levels of learning.

For those students in both groups found in Figure 1, compacting, or the use of tele-scoping procedures, will allow them to move forward at a pace that suits their experienceand ability levels. Compacting will allow the child to display what skills he or she has al-ready gained and does not need to repeat. This would allow the child to move on to ad-vanced materials or have time for research and work on his or her favorite project (Reis etal., 1992). Telescoping is another process that can be used. It will provide an opportunityfor the instructor to teach a concept once and show its use with many modes. For exam-ple, fractions, percentages, and decimals carry the same concept though presented in dif-ferent modes. Instead of teaching each of these areas separately, they can be taught at the

CULTURALLY DIVERSE STUDENTS 145

FIGURE 1 Vertical–diagonal movement and horizontal–diagonal movement of students. Those stu-dents with skill deficits can develop vertically and also study in-depth to catch up with those studentswho possess necessary entry skills. Students who possess the necessary entry skills participate inin-depth assignments, but should also move upward as they expand their knowledge.

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same time, leaving extra time for creative product development or other special activi-ties. This technique will give the students a more holistic approach to the application of amathematical concept.

Parents

It is important that identification, program development, and evaluation of the programinclude parents. The role that parents play can be effective in developing the potential ofthe child. Karnes (1984) developed activities for Head Start parents to use with their chil-dren at home so that the various areas defined as indicators of giftedness could be devel-oped at an early age. She found that sessions with parents on how to recognize and de-velop this potential helped many students to be among those nominated for classes for thegifted and succeed in the program.

Evaluation

The evaluation of the success of the program designed for gifted students from diversecultural backgrounds depends on what types of evaluative tools are selected. Many pro-grams that are financed through federal funds will need to verify the value gained from theuse of the funds. The evaluative process should include all elements of the program de-sign: goals, objectives, teacher, parents, and administrator. Portfolios of work and reflec-tions of students can determine student outcomes. Objective and subjective assessmentcan be used in conjunction with portfolios as well. A total evaluative profile of the pro-gram would include all of the previous elements and the relationship of outcomes to thegoals that were set.

CONCLUSION

“There are roles to be played by many in lifting the masks that inhibit the recognition ofexceptional ability among African Americans in particular, but culturally diverse stu-dents of all ethnic groups” (Baldwin & Vialle, 1999, p.19). A total program plan that rec-ognizes the potential for growth in culturally diverse students is an important factor inmeeting the educational needs for gifted children of all cultural groupings.

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Baldwin, A. Y. (1971). The effects of a process-oriented curriculum on higher thought processes of high poten-tial children. Unpublished doctoral dissertation, University of Connecticut, Storrs.

Baldwin, A. Y. (1984). Baldwin Identification Matrix 2: For the indentification of gifted and talented. NewYork: Royal Fireworks.

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Baldwin, A. Y., & Vialle, W. (1999). The many faces of giftedness: Lifting the masks. Belmont, CA:Wadsworth.

Banks, J. (1989). Multicultural education: Characteristics and goals. In J. Blank & C. Banks (Eds.), Multicul-tural education: Issues and perspectives (pp. 2–26). Needham Heights, MA: Allyn & Bacon.

Barker, J. H., & Bernal, E. M. (1991). Gifted education for bilingual and limited English proficient students.Gifted Child Quarterly, 35, 144–147.

Bernal, E. M., & Reyna, J. (1975). Analysis and identification of giftedness in Mexican American children: A pi-lot study. (ERIC Document Reproduction Service No. ED 117885)

Clark, B. (1988). Growing up gifted (3rd ed.). Columbus, OH: Merrill.Frasier, M. M. (1989). Identification of gifted Black students: Developing new perspectives. In C. J. Maker & S.

W. Schiever (Eds.), Critical issues in gifted education: Defensible programs for cultural and ethnic minori-ties (Vol. 2, pp. 213–225). Austin, TX: Pro-Ed.

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Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Harris, J. J., & Ford, D. Y. (1991). Identifying and nurturing the promise of gifted Black American children.

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Plucker, J. A. (1992). Technical report of the curriculum compacting study. Storrs, CT: National ResearchCenter on the Gifted and Talented.

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