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4/21/09 8:56 PM EBSCOhost Page 1 of 4 Title: Authors: Source: Document Type: Subject Terms: Geographic Terms: Abstract: Full Text Word Count: ISSN: Accession Number: Database: Back 5 page(s) will be printed. Record: 1 Guest Editor's Comments. Grantham, Tarek C. Roeper Review; Winter2002, Vol. 24 Issue 2, p48, 2p Article *MINORITY students *GIFTED children -- Education UNITED States Comments on the issues associated with the representation of minority gifted students in the U.S. Explanation behind the underrepresentation issues; Benefits with the increase representation of ethnically diverse students; Suggestions in overcoming issues of underrepresentation. 1728 02783193 6997506 Academic Search Complete Guest Editor's Comments This special issue on underrepresentation is a response to the past and present need for students, parents, educators, and policy makers to continue dialogue on equity and access among culturally and ethnically diverse groups in gifted education. According to national reports from many of the leading agencies and organizations across the nation, our field is encouraged not to ignore the pervasive discrepancies that exist between the representation of ethnically diverse students in schools and their representation in gifted programs. The trends in underrepresentation among minority students (namely Hispanic Americans, American Indians, and African Americans) in gifted programs from 1978 to 1992 averages 47% of the number of students enrolled in the total school population (see the article by Ford, Harris, Tyson and Trotman in this issue for a detailed description of data regarding underrepresented groups). At the school level, while the percentage discrepancy by ethnicity within most districts is not very often publicly discussed, a common understanding among many people in gilled education and those from underserved groups is that underrepresentation is a true negative phenomenon. How do we explain underrepresentation? We, typically prefer to discuss the problem in terms of identification and assessment practices and procedures that tend to create a potpourri of barriers for children and youth who are not White and middle class. A substantive research and literature base in gifted education encourages our thinking and practice regarding definitions of giftedness, assessment and measurement of giftedness, and guidelines to follow to identify or label gifted individuals. This literature helps us to think about conceptualizations and processes, which provide the foundation for gifted programming. However, very rarely is the foundation for gifted programs and the issue of underrepresentation examined with respect to social, historical, psychological, cultural, and political contexts, all of which contribute to inequity among diverse groups. The call for manuscripts of this special issue of the
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EBSCOhost9 - EBSCOhost 8:56 PM Back 5 page(s will be...

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