Underrepresentation of minority students in gifted and talented education

Multicultural Education, Fall 2003 by Anguiano, Lidia T

Legal Considerations

So why is there such a concern about minorities in gifted and talented education? Appropriate testing and implementation of gifted and talented programs is not a choice but rather a right. Due to the fact that gifted and talented education is special education, there are specific legal considerations and mandates governing the assessment and implementation of services.

According to Diana vs. State Board of Education (1973), assessment must be carried out in the student's primary language. Therefore, the collection of supportive data must document the appropriateness of special education placement of a student. In addition, Lau vs. Nichols (1974) provides for primary language programs to ensure equal education opportunities for students with special needs. Finally, the 1995 Public Law 93-380 Equal Education Amendment of 1974 stipulates that testing must be conducted in a nondiscriminatory manner (Bullock, 1992).

Recommendations/Conclusion

Gifted and talented education helps all students because the high-achieving students positively impact other students by motivating and raising standards (Oakes, 1985). Too often there is a great deal of misinformation which puts students at a disadvantage. It is important for educators and parents to become more knowledgeable about the various mandates and services available to students based on their needs and exceptionalities.

Social barriers should be eliminated so that the concepts of school and education are no longer thought of as a bureaucracy controlled by educated Whites whom minorities have no right to question. (Nicolau et al, 1990). It would be a great loss to misidentify a gifted and talented student, leaving him or her in a world of boredom and underachievement (Koopman-Dayton & Feldhusen, 1987).

Testing as we know it should only be one part of the criteria utilized to identify and place students needing G.T. services. The process for identifying students should take into account the population being tested to ensure that assessment is connected directly to what the gifted and talented education program will focus on.

As the number of ethnic minority students continues to grow at a rapid rate in the United States, student diversity needs to be viewed in a positive light, as an asset. We also need to connect the school and community (Minicucci et al, 1995) so that students and parents do not feel alienated. It is important to keep in mind that parents and teachers have one common goal, to ensure that every student reaches his or her academic and social potential. Accessibility to special programs such as gifted and talented education is a worthwhile investment.

Shedding light on issues such as the underrepresentation of minority students in gifted and talented education allows us to understand why this is taking place. Not only do we need to use different tools and assessments; not only do we need to use different assessments; we also need different eyes to measure the strengths of all students (Plummer). Most importantly, this allows us to make positive changes for the benefit of all students. We cannot allow students to be denied the opportunity to receive the highest quality education available. As Steven Covey (The Seven Habits of Highly Effective People) put it, "Giving Wings to our children and to others means empowering them with the freedom to rise above negative scripting that had been passed down to us." (Covey, 1990).