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Chapter XXV: The Education of the Culturally Different Gifted

In recent times, the leadership of what may be called the gifted movement in education has responded to the educational needs of nondominant ethnic minorities. 1 Some of these concerns are discussed in this chapter, and illustrations are given of the practices in the field of gifted education that meet the needs of minority children as well as other practices that do not. Many of the views expressed here can be documented; others are based on firsthand experience with gifted minority youth, particularly Mexican Americans, and the school personnel and school systems (to distinguish individual persons from institutions) in whose care they are placed. Both facts and experience are offered here, because the concern for the education of the culturally different gifted is relatively new. The juxtaposition of minority and gifted still produces dissonance in the minds of many educators. 2 Words like "underprivileged," "culturally deprived," or, more recently, "disadvantaged" have acquired a more comfortable acceptability. Indeed, "compensatory education," "bilingual education," and "limited English-speaking ability" are all highly interrelated terms that militate against educators' practical understanding that a child with limited ability to speak English may be verbally gifted (albeit in a language other than English), that many children in the barrio exhibit higher-order cognitive processes only in the service of survival (not in taking standardized tests or in making good grades),