Great2 - Gifted Child Quarterly http/gcq.sagepub.com...

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http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/001698620605000103 2006; 50; 11 Gifted Child Quarterly Julie Dingle Swanson Breaking Through Assumptions About Low-Income, Minority Gifted Students http://gcq.sagepub.com/cgi/content/abstract/50/1/11 The online version of this article can be found at: Published by: http://www.sagepublications.com On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for http://gcq.sagepub.com/cgi/alerts Email Alerts: http://gcq.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: http://gcq.sagepub.com/cgi/content/refs/50/1/11 Citations by Katherine Prammer on April 21, 2009 http://gcq.sagepub.com Downloaded from
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During an interview, Dr. Mary M. Frasier described attitudes that create barriers for students underrepre- sented in gifted programs (Grantham, 2002): Things like poor kids and gifted programs just don’t go together. I mean, I think that people in their heart of hearts really think that when kids are poor they can’t possibly perform at the level of kids that are advantaged because they haven’t had certain kinds of advantages in their home. There is such a cause-effect relationship in gifted programs that create barriers, you know, I call them my list of prerequisites to being gifted. You must have two parents; they must be college educated. You must be White. You must be in the suburbs. I know this sounds a little bit face- tious, but if you look at the enrollment in gifted programs, it’s not facetious. And any time you have those factors missing, then it is very diffi- cult for people to grasp this whole issue of gift- edness in other groups. (p. 50) Breaking Through Assumptions About Low-Income, Minority Gifted Students Julie Dingle Swanson College of Charleston A B S T R A C T This article describes Project Breakthrough, feder- ally funded as a demonstration through the Javits Gifted and Talented Education Act. Project staff worked for 3 years with three elementary schools in South Carolina to train teachers in the use of lan- guage arts and science curriculum developed by the Center for Gifted Education at the College of William and Mary. Teachers implemented the William and Mary units and several of the teaching models used in the units with all students. Goals included (a) improved performance of low-, aver- age-, and high-achieving students in mathematics, science, and language arts; and (b) identification of more low-income gifted students. The article reports on the nature of the project, its implementa- tion, and the results that point to changes in teachers’ perceptions of students’ abilities and of improved student achievement.
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