Multicultural

Education Issues and Perspectives Seventh Edition James A. Banks and Cherry A. McGee Banks
Chapter 15 Review: Recruiting and Retaining Gifted Students 1) Why are ethnic minority and low-income students underrepresented in school programs for gifted and talented youth? According to this author, ethnic and low SES groups arent identified as TAG students because there are problems with the screening and identification process (usually relying heavily on standardized tests). (pg. 403). 2) What does the author mean by deficit orientation among educators regarding the education of gifted and talented minority students? In her view, how does deficit thinking contribute to the underrepresentation of minority students in programs for gifted and talented students? The author uses the term deficit orientation when referring to the thinking that hinders educators from thinking about the positives/strengths of students from different racial, ethnic, etc. groups. According to the author, this kind of thinking exists when educators interpret differences as deficits, dysfunctions, and disadvantages (pg. 404). Deficit thinking continues because with such a wide variance in students, educators have come to rely heavily on standardized tests. These tests are often based on American culture and English proficiency, which is difficult for immigrants and students from diverse racial/ethnic groups to know. So these students test lower, and because TAG levels are tied to high test scores, the cycle continues. 3) Why are many ethnic minority and low-income students likely to be gifted underachievers or potentially gifted students? Describe some specific actions that teachers can take to identify these students and to provide them the support they need to achieve higher goals. According to this author, diverse ethnic and low SES students are often gifted underachievers if they are gifted but are: (a) unmotivated in school; (b) uninterested in school; (c) procrastinators; (d) do just enough to get by. Some teachers may recognize that the student is gifted, but then doesnt want the student to be frustrated by the work they would receive by being in the TAG program. 4) The author describes some ways in which culture influences learning and thinking. How might theories about culture and learning (like those by Boykin) help teachers to better meet the needs of gifted talented and minority students? Do these theories have drawbacks and limitations? If so, what are they? Most of Boykins work was centered on the cultural styles of African Americans. These include: spirituality, harmony, oral tradition, affective orientation, communalism, verve, movement, social time perspective, and expressive individualism. If a teacher is culturally aware and sensitive, they would use this to their advantage. For example, African American students are tactile/kinesthetic learners who are best engaged when theyre physically and psychologically involved. A teacher who is in tune to this would have lessons that allowed and encouraged lesson plans that allowed movement instead of Elizabeth Wood February 2013

lectures. Or, to accommodate the oral tradition, lessons would allow students a lot of oral participation. I would say its possible for these theories to have limitations. These theories (at least to me) go hand in hand with stereotypes theyre learning based stereotypes about racial and ethnic groups. Just because it works for a majority of students from the group doesnt mean it will be preferred or even helpful to all the students. It goes without saying that I think a drawback of these theories is that theyre supportive of stereotypes.

Elizabeth Wood February 2013