1. Racial & Multicultural Concerns in Gifted Education

2. 1
Issues

3. Identifying Minority Gifted Students
Testing Bias
“Black Intelligence Test of Cultural Homogeneity”
Teacher Expectations
Expectations for achievement are traditionally lower for minority students

4. Cross-cultural Counseling
Problems
Mistrust between majority and minority groups
lack of cultural understanding
lack of training in multicultural counseling

5. Cross-Cultural Counseling
Benefits
enhanced self-disclosure
less likely to view the counselor as omniscient
expectation for success may increase

6. Micro-Aggressions
Any comment, attitude, action, or gesture, individuals experience as inappropriate or hurtful based on personal history or characteristics.
Examples?

7. 2
Implications

8. Implications
Minority children may purposely underachieve in order to not feel like a “sell-out”
Problems of transference in cross-cultural counseling

9. Identity Issues
When minority gifted children are not identified the child may not receive encouragement to explore their gifts.
Peer rejection may be intensified.
competition between school and community for loyalty

10. Assumptions and Stereotypes
Assumption that gifted minority students need to distance themselves from their culture to succeed.
Gifted students are wealthy white children.
If culturally different students are gifted then they will do well in school.

11. 3
What can we do about it?

12. Possible Solutions
Encourage students to express their cultural identity.
Teachers and counselors should be sure to remain sensitive to cultural differences.
Presence of ONE counselor from a minority culture increases the use of ALL counselors by minority students.
Programs like START (Support To Affirm Rising Talent)

13. References
Stambaugh, T., & Ford, D. Y. (2015). Microaggressions, multiculturalism, and gifted individuals who are Black, Hispanic, or low income. Journal Of Counseling & Development, 93(2), doi: /j x
Lindstrom, R. R., & Van Sant, S. (1986). Special issues in working with gifted minority adolescents. Journal Of Counseling & Development, 64(9), doi: /j tb01210.x
Tomlinson, C. A., Callahan, C. M., & Lelli, K. M. (1997). Challenging expectations: Case studies of high-potential, culturally diverse young children. Gifted Child Quarterly, 41(2), 5-17.

14. Thanks!
Any questions?