To reduce the possibility that children who do not fit stereotypical profiles of gifted children will be passed over, identifying students from diverse backgrounds for talent should be a multipronged effort. Outreach is especially important in areas when parents may be absorbed in meeting their family's immediate needs. To facilitate…

This digest examines the nature of multiple identities among ethnic minority youth and how youth bridge conflicting messages about cultural ways of being. It discusses how the school environment contributes to student internalization of various identities. Culturally diverse students often face contrasting notions of self because they must…

This digest discusses the problem of overrepresentation of children from culturally and linguistically diverse backgrounds in special education and provides examples of strategies created by researchers and practitioners to reduce overrepresentation. Strategies include: (1) promote family involvement and respect diverse backgrounds by taking time…

This digest summarizes the problem of over-representation of minority students in special education and offers suggestions to reduce this disproportionate representation. It notes concerns of the Office of Special Education Programs (OSEP) and the Office for Civil Rights (OCR) that minority students are being misclassified and receiving…

This information sheet summarizes challenges and strategies for identifying and serving gifted children who are recent immigrants. Both challenges and strategies are identified for linguistic, cultural, economic, attitudinal, sociocultural, peer, cross-cultural, intergenerational, and school system aspects. A total of 28 strategies are offered,…

This digest is adapted from Linda Cohen's publication, "Meeting the Needs of Gifted and Talented Minority Language Students." It explores the controversy surrounding the underrepresentation of minority language students in gifted and talented programs and makes recommendations for more suitable assessment techniques and program models.…

A 1982 study revealed that American Indians comprise .8% of public school students, but only .3% of those participating in gifted programs, whereas respective White figures are 73.3% and 82%. Factors contributing to the inappropriateness of standardized assessment tools for identification of gifted American Indian students are neglect of…