References:

 

Bruch, C. B. (1975). Assessment of creativity in culturally different children. Gifted Child Quarterly, 19, 164-174.

Burroughs, N., Plucker, J., & Song, R. (2010). Mind the (other) gap! The growing excellence gap in k-12 education.  Center for Evaluation and Educational Policy: Bloomington, IN.

Callahan, C., Moon, S., & Oh, S. (2014). National survey of gifted programs. Charlottesville, VA: National Research Center on the Gifted and Talented.

 

Deslonde, J. (1977). You know the rules! Myths about desegregation. In D. E. Cross, G. C. Baker, & L. J. Stiles (Eds.), Teaching in a multicultural society: Perspectives and professional strategies (pp. 60-81). New York: Free Press.

de Wet, C. F., & Gubbins, E. J. (2011). Teachers' beliefs about culturally, linguistically, and economically diverse gifted students: A quantitative Study. Roeper Review, 33(2), 97-108.

 

Esquierdo, J., & Arreguin-Anderson, M. (2012). The “invisible” gifted and talented bilingual students: A current report on enrollment in GT programs.

        Journal for the Education of the Gifted. 35(1), 35-47.

Frank, G. (2007). The effect of elementary teachers’ professional development activities intended to increase the number of migrant student nominations for gifted and talented programs (Unpublished doctoral dissertation). University of Houston, Houston, TX.

Frasier, M. M., Garcia, J. H., & Passow, A. H. (1995). A review of assessment issues in gifted education and their implications for identifying gifted minority students. (RM95204). Storrs: University of Connecticut, the National Research Center on the Gifted and Talented.

Ford, D. Y., & Grantham, T. C. (2003). Providing access for culturally diverse gifted students: From deficit to dynamic thinking. Theory Into Practice, 42, 217-225.

Hoge, R. D., & Cudmore, L. (1986). The use of teacher-judgment measures in the identification of gifted pupils. Teaching and Teacher Education, 2, 181–196.

National Association for Gifted Children (NAGC), (2012). Identifying and serving culturally and linguistically diverse students. Retrieved from: http://www.nagc.org.442elmp01.blackmesh.com/sites/default/files/Position%20Statement/Identifying%20and%20Serving%20Culturally%20and%20Linguistically.pdf

 

Peters, S. J., & Gentry, M. (2010). Multi-group construct validity evidence of the HOPE Scale: Instrumentation to identify low-income elementary students for gifted programs. Gifted Child Quarterly, 54, 298-313.

Plucker, J.A., Burroughs, N., & Song, R. (2010). Mind the (other) gap! The growing excellence gap in K-12 education . Bloomington, IN: Center for Evaluation and Education Policy.

Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman, R. K., Westberg, K. L., Gavin, M. K., Reis, S. M., Siegle, D., Sytsma, R. E. (2004). Scales for Rating the Behavioral Characteristics of Superior Students. Mansfield Center, CT: Creative Learning Press. Used with permission, 3/2012–3/2013.

Stambaugh, T. (2007). Next steps: An impetus for future directions in research, policy,
and practice for low-income promising learners. In J. VanTassel-Baska & T. Stambaugh (Eds.), Overlooked gems: A national perspective on low-income promising learners (pp. 83-88). Washington, DC: National Association for Gifted Children.

Swanson, J. D. (2006). Breaking through assumptions about low-income, minority gifted students. Gifted Child Quarterly, 50, 11–25.

 

 

 

Table 1. High Potential Culturally and Linguistically Diverse Learner Scale Items with Literature Support

The student demonstrates…

 

1. …a strong sense of pride in his or her cultural background

Irby, B., & Lara-Alecio, R. (1996). Attributes of Hispanic gifted bilingual students as perceived by bilingual educators in Texas. SABE Journal, 11, 120-140.

Aguirre, N., & Hernandez, N. (2002). Portraits of success: Programs that work. In J. Castellano & E. Diaz (Eds). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston, MA: Pearson.

 

Aguirre, N. (2003).  ESL students in gifted education.  In J. A. Castellano (Ed.) In Special Populations in Gifted Education (pp. 17-28).  Boston, MA:  Allyn & Bacon.

 

2. …a desire to teach peers words from his/her native language

Aguirre, N., & Hernandez, N. (2002). Portraits of success: Programs that work. In J. Castellano & E. Diaz (Eds). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston, MA: Pearson.

 

Robisheaux, J.  (2001).  The intersection of language, high potential, and culture in gifted English as second language students.  In J. A. Castellano, & E. I. Diaz (Eds.)  Reaching New Horizions:  Gifted and Talented Education for Culturally and Linguistically Diverse Students. (pp. 154-174).  Boston, MA:  Allyn & Bacon. 

 

3. …eagerness to translate for peers and adults

Aguirre, N. & Hernandez, N. (2002). Portraits of success: Programs that work. In J. Castellano & E. Diaz (Eds). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston, MA: Pearson.

 

Rance-Roney, J. A. (2004).  The affective dimension of second culture/second language acquisition in gifted adolescents.  In D. Booth & J. C. Stanley (Eds.), Critical Issues for Diversity in Gifted Education. (pp. 73-85).  Waco, TX:  Prufrock Press.

 

Castellano, J. (2006). Bilingual education issues: Haitian and Haitian-American students in gifted education. In G. Ericksson & B. Wallace (Eds). Diversity of gifted education: International perspectives on global issues. New York, NY: Routledge.

4. …a balance between appropriate behaviors expected of his/her native culture and the new culture.

Aguirre, N., & Hernandez, N. (2002). Portraits of success: Programs that work. In J. Castellano & E. Diaz (Eds). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston, MA: Pearson.

 

5. …an ability to explain native dialect and idioms (e.g., play on words, slang).

Aguirre, N., & Hernandez, N. (2002). Portraits of success: Programs that work. In J. Castellano & E. Diaz (Eds). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston, MA: Pearson.

 

6. …understanding of jokes and puns related to culture.

Aguirre, N., & Hernandez, N. (2002). Portraits of success: Programs that work. In J. Castellano & E. Diaz (Eds). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston, MA: Pearson.

 

Robisheaux, J.  (2001).  The intersection of language, high potential, and culture in gifted English as second language students.  In J. A. Castellano, & E. I. Diaz (Eds.)  Reaching New Horizions:  Gifted and Talented Education for Culturally and Linguistically Diverse Students. (pp. 154-174).  Boston, MA:  Allyn & Bacon. 

 

7. …ability to read above his or her grade level (either in English or his/her native language).

Aguirre, N., & Hernandez, N. (2002). Portraits of success: Programs that work. In J. Castellano & E. Diaz (Eds). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston, MA: Pearson.

 

8. …above average English language proficiency growth.

Pereira, N., & de Oliveira, L. C. (2015). Meeting the linguistic needs of high-potential English language learners: What teachers need to know. Teaching Exceptional Children, 47(4), 208-215.

 

Brulles, D., Castellano, J., & Laing, P.  (2011). Identifying and enfranchising gifted language learners. In J. Castellano and A. D. Frazier (Eds). Special populations in gifted education. Waco, Texas: Prufrock.

 

Granada, A. J. (2003).  Assessing the curriculum, instruction, and assessment needs of the gifted bilingual/bicultural student.  In J. A. Castellano, & E. I. Diaz (Eds.)  Reaching New Horizions:  Gifted and Talented Education for Culturally and Linguistically Diverse Students. (pp. 133-153).  Boston, MA:  Allyn & Bacon. 

 

Rance-Roney, J. A. (2004).  The affective dimension of second culture/second language acquisition in gifted adolescents.  In D. Booth & J. C. Stanley (Eds.), Critical Issues for Diversity in Gifted Education. (pp. 73-85).  Waco, TX:  Prufrock Press.

 

 

9. …social maturity.

Irby, B., & Lara-Alecio, R. (1996). Attributes of Hispanic gifted bilingual students as perceived by bilingual educators in Texas. SABE Journal, 11, 120-140.

Pereira, N. (2008). Meeting the linguistic needs of gifted English language learners: Should teachers of all content areas teach language? Powerpoint presented at the NAGC Annual Convention. Purdue University.

Robisheaux, J.  (2001).  The intersection of language, high potential, and culture in gifted English as second language students.  In J. A. Castellano, & E. I. Diaz (Eds.)  Reaching New Horizions:  Gifted and Talented Education for Culturally and Linguistically Diverse Students. (pp. 154-174).  Boston, MA:  Allyn & Bacon. 

 

10. …ease in adapting to new environments.

Castellano, J. (2006) Bilingualy enriched students. In B. Wallace & G. Erickson (Eds) Diversity in Gifted Education: International Perspectives on Global Issues (pp. 56-69). London, England: Routledge.

 

Ryu, J. (2004). The social adjustment of three young, high-achieving Korean-English bilingual students in kindergarten. Early Childhood Education Journal, 32. 165-171.

 

Maker, C., & Schiever, S. (1989). Critical issues in gifted education: Defensible programs for cultural and ethnic minorities (p.4). Austin, Texas: Pro-Ed.

 

Winebrenner, S., & Brulles, D. (2008). The cluster grouping handbook: How to challenge gifted students and improve achievement for all. Minneapolis, MN: Free Spirit.

 

Granada, A. J. (2003).  Assessing the curriculum, instruction, and assessment needs of the gifted bilingual/bicultural student.  In J. A. Castellano, & E. I. Diaz (Eds.)  Reaching New Horizions:  Gifted and Talented Education for Culturally and Linguistically Diverse Students. (pp. 133-153).  Boston, MA:  Allyn & Bacon. 

 

Rance-Roney, J. A. (2004).  The affective dimension of second culture/second language acquisition in gifted adolescents.  In D. Booth & J. C. Stanley (Eds.), Critical Issues for Diversity in Gifted Education. (pp. 73-85).  Waco, TX:  Prufrock Press.

 

 

 

 

Table 2. High Potential Culturally and Economically Diverse Learner Scale Items With Literature Support

The student demonstrates…

 

1. …effective communication through expressive speech rich with imagery.

Torrance, E. P. (1977). Discovery and nurturance of giftedness in the culturally different. Reston, VA: The Council for Exceptional Children.

 

Irby, B. J., & Lara-Alecio, R.  (1996).  Attributes of Hispanic bilingual gifted students as perceived by bilingual teacher in Texas.  SABE Journal, 11, 120-142.

 

2. … an interest in others from cultures different from his/her own.

Zappia, I. A. (1989). Identification of gifted Hispanic students: A multidimensional view. In C.J. Maker & S. W. Schiever (Eds.), Critical issues in gifted education: Defensible programs for cultural and ethnic minorities. Austin, TX: Pro-Ed.

 

Torrance, E.P. (1977). Discovery and nurturance of giftedness in the culturally different. Reston, VA: The Council for Exceptional Children.

3. …a high degree of emotional responsiveness (i.e., spontaneity, openness and ease in sharing feelings with others).

Maker, C., & Schiever, S. (1989). Critical issues in gifted education: Defensible programs for cultural and ethnic minorities. Austin, Texas: Pro-Ed.

 

Torrance, E.P. (1977). Discovery and nurturance of giftedness in the culturally different. Reston, VA: The Council for Exceptional Children.

 

Texas Education Agency (n.d.).  The varied faces of gifted/talented students.  Equity in Gifted Education:  A State Initiative.  Retrieved from http://www.gtequity.org/docs/opt/varied_faces.pdf

 

4. …awareness of his/her self as a capable learner.

Passow, A. H., & Frasier, M. M. (1996). Toward improving identification of talent potential among minority and disadvantaged students. Roeper Review, 18(3), 198.

 

Texas Education Agency (n.d.).  The varied faces of gifted/talented students.  Equity in Gifted Education:  A State Initiative.  Retrieved from http://www.gtequity.org/docs/opt/varied_faces.pdf

 

VanTassel-Baska, J., Feng, A. X., Swanson, J. D., Quek, C., & Chandler, K. (2009). Academic and affective profiles of low-income, minority, and twice-exceptional gifted learners: The role of gifted program membership in enhancing self.  Journal of Advanced Academics, 20(4), 702-739.

5. …an independent nature.

Fraiser, M., & Passow, H. (1994). Toward a new paradigm for identifying talent potential. (Research Monograph 94112). Storrs, CT: The National Center on the Gifted and Talented. University of Connecticut.

 

Gay, J. (1978) A proposed plan for identifying Black gifted children. Gifted Child Quarterly, 22(3), 353-360.

 

Texas Education Agency (n.d.).  The varied faces of gifted/talented students.  Equity in Gifted Education:  A State Initiative.  Retrieved from http://www.gtequity.org/docs/opt/varied_faces.pdf

 

6. …a strong sense of altruism (i.e. caring about others).

Passow, A. H., & Frasier, M. M. (1996). Toward improving identification of talent potential among minority and disadvantaged students. Roeper Review, 18(3), 198.

7. …a keen sense of justice.

Ford, D. (1996). Reversing underachievement among gifted Black students. New York, NY: Teachers College Press.

8. …an ability to express emotions (not necessarily with words).

Torrance, E. P. (1977). Discovery and nurturance of giftedness in the culturally different. Reston, VA: The Council for Exceptional Children.

9. …richness in imagination through informal language.***

Winebrenner, S., & Brulles, D. (2010). The SCGM: Everyone benefits! Implementing and supporting the schoolwide cluster grouping model. Retrieved from: http://www.susanwinebrenner.com/handouts/schoolwide_cluster_grouping_model.ppt

 

Brulles, D. (2010). The schoolwide cluster grouping model: Embracing diversity, increasing achievement, and expanding gifted services during lean financial times. Powerpoint presented at the NAGC Annual Convention. Retrieved from: http://www.cmcgc.com/media/handouts/301111/203243.pdf

 

Torrance, E.P. (1977). Discovery and nurturance of giftedness in the culturally different. Reston, VA: The Council for Exceptional Children.

 

Texas Education Agency (n.d.).  The varied faces of gifted/talented students.  Equity in Gifted Education:  A State Initiative.  Retrieved from http://www.gtequity.org/docs/opt/varied_faces.pdf

 

 

10. …a questioning orientation (i.e. strong curiosity and a tendency to ask many questions).

Passow, A. H., & Frasier, M. M. (1996). Toward improving identification of talent potential among minority and disadvantaged students. Roeper Review, 18(3), 198.

 

Glaser, E. M., & Ross, H. L. (1970). A Study of Successful Persons From Seriously Disadvantaged Backgrounds: Final Report. Washington, DC: Department of Labor Office or Special Manpower Programs (Contract No. 82-05-68-03).

 

Texas Education Agency (n.d.).  The varied faces of gifted/talented students.  Equity in Gifted Education:  A State Initiative.  Retrieved from http://www.gtequity.org/docs/opt/varied_faces.pdf

 

Felder, M. Y., Taradash, G. D., Antoine, E., Ricci, M. C., Stemple, M., & Byamugisha, M.  (2015).  Increasing diversity in gifted education.  Waco, TX:  Prufrock Press.