Great4 - Gifted Child Quarterly http/

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View Full Document Right Arrow Icon Gifted Child Quarterly DOI: 10.1177/001698620504900302 2005; 49; 199 Gifted Child Quarterly Marcia Strong Scott and Christine F. Delgado Identifying Cognitively Gifted Minority Students in Preschool The online version of this article can be found at: Published by: On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for Email Alerts: Subscriptions: Reprints: Permissions: Citations by Katherine Prammer on April 21, 2009 Downloaded from
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The identification of gifted minority children con- tinues to be a problem for the public school system (Passow & Frasier, 1996). Not only because of their underrepresentation in gifted/talented programs, but because of the long-term negative socioeconomic (Borland, 1996) and educational (Rose, 2001; Smith, LeRose, & Clasen, 1991) consequences. Finding a solu- tion to this problem has become increasingly important, as minority populations have come to constitute a greater and greater proportion of the public school population and, in some areas, even the majority. A valid and fair method for identifying the cognitively gifted must be found. Indeed, the necessity of finding minority children who are gifted has led to the development of a national academic talent search agency, A Better Chance Inc., whose sole aim is to find gifted minority children who have been overlooked, particularly those of color (Griffin, 1992). There are many factors that may contribute to the underrepresentation of minority children in programs for the gifted. One is the fact that a high percentage of minor- ity children are underachievers (Ford & Thomas, 1997), so their true ability is not made manifest in the school- room. Another is the fact that teachers tend to underrefer minority students to gifted programs (Ford, 1996; Saccuzzo, Johnson, & Guertin, 1994). Additionally, there is an overrepresentation of minority children in condi- tions of poverty. The absence of educationally relevant experiences associated with very low socioeconomic sta- tus may contribute to lowered academic and intelligence test performance; thus, their poor academic performance may well be reflecting a lack of opportunity, rather than lack of intelligence (Begoray & Slovinsky, 1997). Other factors that impact the identification of gifted minority children are the relation between racial/ethnic Identifying Cognitively Gifted Minority Students in Preschool Marcia Strong Scott Christine F. Delgado University of Miami ABSTRACT Preschool children were administered a screening battery consisting of nine different cognitive tasks.
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