Cultural Manifest
Cultural Manifests
(Rimm, Siegle, & Davis, 2018, p.276)
- Strong family support
- Strong concept of "familia"
- Speaks more than one language
- Able to code switch
- High ability in math
- Peer pressure not to achieve
- Resilient
- Racial identity
(Fernández, Gay, Lucky, & Gavilán, 1998, p. 341)
(Rimm, Siegle, & Davis, 2018, p.264)
Typical Aspects of Giftedness
(Rimm, Siegle, & Davis, 2018, p.24)
(Rimm, Siegle, & Davis, 2018, p.24)
- High Level Curiosity
- Keen Sense of Humor
- Advanced Level of Verbalization
- Makes keen observations
- Variable frustration & anger
- Play around, but tests well
- Highly self critical
- Anxiety
- High alertness & attention
- Strong empathy
- High moral thinking
- Power of concentration
- Surprisingly good reasoning when explaining how he solved math equations
(Rimm, Siegle, & Davis, p.24)
(Rimm, Siegle, & Davis, p.24)
(Rimm, Siegle, & Davis, 2018, p.26)
Typical Teacher View
- See
- Behavior issue
- Does not care about learning
- Does not take his future seriously
- Do
- React negatively to his sleeping/call him out in front of his peers
- Contact parent complaining of his inattentiveness
- Blame the student instead of herself/himself
- Look for ways to fix "his" problem
Alexis
Elijah
- See
- Does not know a lot of the answers
- Not confident
- Poor communication skills
- Strong math skills
- Do
- Judge his ability by communication
- Worry about his anxiety
- Unsure of whether to challenge him
- Assume poor reading skills since he is an ELL
- Hispanic
- Male
- 8 years old
- Quiet/Reserved
- Completes all work
- Wonderful Grades
- African American
- Male
- 3rd Grade
- 9 years old
- Poor Grades
- Low classroom Effort
- Sleeps Frequently
Implications for
Identification
- Characteristics of giftedness overlooked due to overshadowing behaviors
- Difficulty to get mom on board with identification process
Implications for Gifted Education
- Characteristics of giftedness go unnoticed
- Not challenged in the classroom
- Not identified as gifted due to lack of knowledge on the teacher's behalf
- Alexis will continue to stay quiet, now as a sign of boredom/helplessness
My Perspective
- Yes, behaviors are frustrating, but there is an origin
- Determine student interests
- Build instruction off of his interests to gain trust
- Keep him challenged, no boredom
- Study student interests
- Get to know his family/traditions
- Build culturally response lessons around his norms
- Challenge him through a medium that favors his strengths
- Slowly challenge him to share his ideas and question the teacher when appropriate
Culturally Diverse Case Studies
By: Haley Bair
East Carolina University
GIFT 6000: The Diverse Gifted Child
Differences between
Elijah & Alexis
Similarities between Elijah & Alexis
- Race/Cultural Background
- Family stability
- Behavior
- Work Ethic
- School Performance
- Motivation
- Male
- 3rd Graders
- Culturally Diverse
- Viewed as "average" by the typical teacher
- Gifts struggle to be seen
Elijah
& Alexis
Similarities between case study students & typical gifted children
Differences between case study students and typical gifted children
- High levels of curiosity (Elijah)
- Advanced level of verbalization (Elijah)
- Plays around but tests well (Elijah)
- High alertness and attention (Alexis)
- Highly self critical (Alexis)
- Strong sense of justice (Alexis)
- Requires differentiated instruction (Both)
- Desire instruction that meets their needs and interests
- Family stability (Elijah)
- Racial identity (Elijah)
- Peer pressure to not achieve (Elijah)
- Able to code switch (Alexis)
- Ideal of "familia" (Alexis)
- Speaks more than one language (Alexis)
- Racial/Cultural Backgrounds
- Being held back by cultural assumptions