35729522 - Roeper Review, 30:104–110, 2008 Copyright ©...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Roeper Review , 30:104–110, 2008 Copyright © The Roeper Institute ISSN: 0278-3193 print / 1940-865X online DOI: 10.1080/02783190801955087 UROR Cultural Competence: Preparing Gifted Students for a Diverse Society Cultural Competence Donna Y. Ford and Gilman W. Whiting It is common knowledge that our schools and society have changed in many ways, especially due to increasing immigration. Between 1972 and 2004, for example, the percentage of cul- turally diverse students doubled. The majority of scholarship in education seems to focus on how these changes and trends impact educators and their competence in working with diverse students. In this article, we take a different approach and focus on students. We contend that, like teachers, gifted students must have formal educational experiences that prepare them for the ever-changing nation and world, thus helping them to become culturally competent. The United States and its 15,000-plus school districts are more racially and ethnically diverse than ever before, and this increase in diversity is expected to continue. For example, in 1972, White students represented 78% of the student body; as of 2004, they comprised 57%, meaning that some two in five students are Black, Hispanic, Asian, or American Indian (National Center for Education Statistics [NCES], 2006). Despite these changes in student demographics, we are not witnessing much change in teacher diversity; slightly over 8 in 10 teachers are White (NCES, 2007). These demographic differences between students and teach- ers have raised questions among scholars who study issues associated with equity and excellence in school settings (e.g., Banks, 2006; Gay, 2000; Irvine & Armento, 2001; Grant, 2003; Sleeter, 2007). Not only must there be concern about the extent to which teachers and other educators are culturally competent, attention also must center on whether we are preparing students—future adults and leaders—to be culturally competent. For several decades, scholars in the field of multicultural or cross-cultural education have urged teacher-education programs and administrators in P–12 settings to formally prepare current educators (e.g., teachers, administrators, psychologists, and counselors) and future educators to become culturally competent (see Banks, 2006; Irvine & Armento, 2001; Ladson-Billings, 2001). Cultural competence is demonstrated by employing the necessary knowledge, dis- positions, and skills to work effectively with individuals (e.g., students, clients, families, coworkers) from diverse cultural backgrounds. Likewise, regarding standards and guidelines, professional organizations, including NAGC, CEC, APA, and AERA, have developed policies and stan- dards that are culturally responsive. As scholars in both gifted and multicultural education, we support the belief that all educators must become cultur- ally competent and we endorse policies, practices, and curricula that are culturally responsive. In this article, we do not reiterate the work that focuses on the need for educators to become culturally competent and for policies and practices to become culturally responsive (see Gay, 2000;
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 8

35729522 - Roeper Review, 30:104–110, 2008 Copyright ©...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online