Topic 1 HO 1

Demographics of Gifted Students

In Florida
Demographics from the recent 2000 U.S. Census has confirmed what many educators already know, that our society is changing and becoming much more diverse.
In the past 50 years, the demographics of the United States have changed dramatically and Florida is a prime example of that demographic shift. Currently in Florida,
according to the 2000 Census, there are 16,396,515 people living in the state. Of
these, 22.6% are under 18, 17.6% are over 65 and 51.2% are female. In addition,
the ethnic make up is 65.4% white, 14.6% black or African American, 16.8% Hispanic,
1.7% Asian, 0.3% Native American or Alaska Native, 1.2% other.
School populations are reflective of the diversity within the broader population of the
state. Gifted programs within our schools should also reflect the diversity that exists
within the school environment and the broader population of the state. What are the
demographics of the gifted students served in your county? Who is unrepresented
and underserved? What are the demographics for the state of Florida?
The following table indicates the diversity of gifted students in the state of Florida
and a selection of two school districts. You can obtain current statistics from your
own school district and discuss their implications.
Diversity

Free/Reduced
Lunch

Florida State
ALL

Miami-Dade County

GIFTED

ALL

GIFTED

Volusia County
ALL

GIFTED

46%

24%

59%

41%

42%

17%

LEP

White

12%

3%

24%

7%

6%

<1%

46%

59%

9%

19%

64%

81%

Black

23%

10%

26%

16%

15%

6%

Hispanic

25%

23%

62%

59%

16%

6%

Asian/Pacific
Islander

2%

5%

1%

3%

2%

3%

American Indian/
Alaskan Native

<1%

<1%

<1%

<1%

<1%

<1%

Multiracial

4%

4%

1%

3%

4%

4%

Florida Department of Education: Bureau of Exceptional Education and Student Services: 2007
Gifted Membership Compared to PK-12 by Racial/Ethnic Category, October 2007 (Survey 2)

53
Special Populations Topic 1 HO 1

Topic 1 HO 2

Diversity Focus in the NAGC-CEC

Teacher Preparation Standards in Gifted Education
Source: National Association for Gifted Children (2007)
Retrieved from: http://www.nagc.org/index.aspx?id=1873
Fifty-nine percent of the Knowledge (19 of 32) and 39 percent of the Skills (15 of
38) in the new NAGC-CEC Standards overtly address gifted and talented individuals with diverse cultural, linguistic, or exceptional learning needs. This emphasis
represents the importance that the two national organizations place on diversity as
a cornerstone for achievement in a democratic society. As our society continues to
become more diverse, it is even more important that we develop the great variety of
gifts and talents of all our nations youth (TAG-CEC [2001]. Diversity and Developing Gifts and Talents: A National Action Plan, p. 1). Given the underrepresentation of
specific groups receiving educational services for gifted and talented students, these
standards are intended to move the field forward toward more inclusionary practices
and a new level of understanding that affects the initial preparation of teachers of
individuals with gifts and talents.
Standard 1. Foundations
GT1K1: Historical foundations of gifted and talented education including points of
view and contributions of individuals from diverse backgrounds.
GT1K4: I ssues in conceptions, definitions, and identification of gifts and talents,
i ncluding those of individuals from diverse backgrounds.
GT1K5: Impact of the dominant cultures role in shaping schools and the differences

in values, languages, and customs between school and home.
GT1K6: Societal, cultural, and economic factors, including anti-intellectualism and
equity vs. excellence, enhancing or inhibiting the development of gifts and
talents.
GT1K7: Key issues and trends, including diversity and inclusion, connecting
general, special, and gifted and talented education.
Standard 2. Development and Characteristics of Learners
GT2K1: Cognitive and affective characteristics of individuals with gifts and talents,
including those from diverse backgrounds, in intellectual, academic,
creative, leadership, and artistic domains.
GT2K2: Characteristics and effects of culture and environment on the development
of individuals with gifts and talents.

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Special Populations Topic 1 HO 2

Standard 3. Individual Learning Differences

GT3K1: Influences of diversity factors on individuals with exceptional learning
needs.
GT3K3: Idiosyncratic learning patterns of individuals with gifts and talents, including
those from diverse backgrounds.
GT3K4: Influences of different beliefs, traditions, and values across and within
diverse groups on relationships among individuals with gifts and talents,
their families, schools, and communities.
GT3S1: Integrate perspectives of diverse groups into planning instruction for
individuals with gifts and talents.
Standard 4. Instructional Strategies
GT4K2: Curricular, instructional, and management strategies effective for individuals
with exceptional learning needs.
GT4S6: Engage individuals with gifts and talents from all backgrounds in
challenging, multicultural curricula.
GT4S7: Use information and/or assistive technologies to meet the needs of
individuals with exceptional learning needs.
Standard 5. Learning Environments and Social Interactions
GT5K1: Ways in which groups are stereotyped and experience historical and
current discrimination and implications for gifted and talented education.
GT5S1: Design learning opportunities for individuals with gifts and talents that
promote self-awareness, positive peer relationships, intercultural
experiences, and leadership.
GT5S4: Create learning environments and intercultural experiences that allow
individuals with gifts and talents to appreciate their own and others
language and cultural heritage.
GT5S5: Develop social interaction and coping skills in individuals with gifts and
talents to address personal and social issues, including discrimination and
stereotyping.
Standard 6. Language and Communication
GT6K1: Forms and methods of communication essential to the education of
individuals with gifts and talents, including those from diverse backgrounds.
GT6K2: Impact of diversity on communication.
GT6K3: Implications of culture, behavior, and language on the development of
individuals with gifts and talents.
GT6S1: Access resources and develop strategies to enhance communication skills
for individuals with gifts and talents including those with advanced
communication and/or English language learners.
GT6S2: Use advanced oral and written communication tools, including assistive
technologies, to enhance the learning experiences of individuals with
exceptional learning needs.
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Special Populations Topic 1 HO 2, continued

Standard 7. Instructional Planning

GT7K2:
GT7S2:
GT7S4:

Features that distinguish differentiated curriculum from general curricula

for individuals with exceptional learning needs.
Design differentiated learning plans for individuals with gifts and talents,
including individuals from diverse backgrounds.
Select curriculum resources, strategies, and product options that respond
to cultural, linguistic, and intellectual differences among individuals with
gifts and talents.

Standard 8. Assessment
GT8K2:
GT8S1:

Uses, limitations, and interpretation of multiple assessments in different

domains for identifying individuals with exceptional learning needs,
including those from diverse backgrounds.
Use non-biased and equitable approaches for identifying individuals with
gifts and talents, including those from diverse backgrounds.

Standard 9. Professional and Ethical Practice

GT9K1:
GT9S1:
GT9S3:

Personal and cultural frames of reference that affect ones teaching of

individuals with gifts and talents, including biases about individuals from
diverse backgrounds.
Assess personal skills and limitations in teaching individuals with
exceptional learning needs.
Encourage and model respect for the full range of diversity among
individuals with gifts and talents.

Standard 10. Collaboration

GT10K1: Culturally responsive behaviors that promote effective communication and
collaboration with individuals with gifts and talents, their families, school
personnel, and community members.
GT10S2: Collaborate with stakeholders outside the school setting who serve
individuals with exceptional learning needs and their families.
GT10S6: Communicate and consult with school personnel about the characteristics and needs of individuals with gifts and talents, including individuals
from diverse backgrounds.
Note that individuals with exceptional learning needs includes individuals with disabilities and individuals with exceptional gifts and talents.

56
Special Populations Topic 1 HO 2, continued

Topic 1 HO 3

Comparison of Gifted Education and Multicultural Education:

Goals and Objectives
Complete the following chart using the key concepts:
Equity/Excellence/Stereotyping/Prejudice/Culturally Responsive/Underserved/
Intercultural Competence/Diversity/Curricular Modifications/Multiple Perspectives
GOALS

GIFTED EDUCATION

MULTICULTURAL EDUCATION

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Special Populations Topic 1 HO 3

Topic 1 HO 4

Multicultural Gifted Education:

A Synthesis of Goals and Objectives
Goals &
Rationale

Gifted Education

Meet individual needs of

students based on ability &
interests.
Gifted students have a right
Equity
to an education that is nondiscriminatory, to educational programs & services
that meet their cognitive &
academic needs.
Excellence Gifted students cannot
achieve their potential
when educational standards fail to challenge
these students.Curricular &
instructional modifications
are essential for meeting
the needs of highly able
students.
Grouping Ability grouping facilitates
the academic & cognitive
development of gifted
students; gifted students
perform better when taught
with true peers (cognitive &
social).
Underachievement must be
Underprevented or reversed so
achievethat gifted students reach
ment
their potential in school &
life.
Affective & Supportive services must
supportive be present in schools to
help gifted students to
services
adjust psychologically & socially and to increase gifted
students self-understanding
& appreciation of abilities.
Teachers must be trained to
Teacher
work effectively with gifted
training
students; to provide a relevant & rigorous education.
Gifted education helps chilLifelong
dren to became responsible
goals
adults who make a contribution to society.
Needs

Multicultural Education

Meet individual needs of students Meet individual needs of student based

based on ethnicity & culture.
on ability & socio-demographic variablesSES, culture, ethnicity, & gender.
Culturally & ethnically diverse
Gifted students have a right to an
students have a right to an educa- education that is nondiscriminatory;
tion that is non-discriminatoryan & to educational programs & services
education that meets their needs that meet their cognitive & academic
as cultural & ethnic beings.
needs, regardless of culture, ethnicity,
gender, & SES.
Minority students cannot achieve Gifted students cannot achieve to their
potential when educational standards
to their potential when expectaand expectations are low based on
tions are low or fail to consider
their culture & ethnicity. Curricular culture, ethnicity, gender, & SES. Curricular and instructional modifications
& instructional modifications are
are essential for meeting the needs of
essential for meeting the needs
highly able students of all racial/ethnic
of ethnically & culturally diverse
backgrounds, both gender groups, &
students.
all SES levels.
Cooperative & peer grouping
provides social support & builds
relationships; ethnically & culturally diverse students perform better
academically & socio-emotionally
when the learning environment is
supportive, nurturing, & affirming.
Underachievement must be prevented or reversed so that culturally & ethnically diverse students
reach their potential in school &
life.
Supportive services must be
present in schools to help
ethnically & culturally diverse
students to adjust psychologically
& sociallyto increase their selfunderstanding & appreciation of
culture & ethnicity.
Teachers must be trained to work
effectively with minority students;
to provide a culturally relevant &
appropriate education.
Education helps minority children
to become responsible adults who
make a contribution to society.

D. Y. Ford and J. J. Harris, III. (1999)

58
Special Populations Topic 1 HO 4

Multicultural Gifted Education

Grouping promotes academic & social

development; all students perform
best academically & socio-emotionally
when the learning environment is
supportive, nurturing, & affirming.

Underachievement must be prevented

or reversed so that gifted students
reach their potential in school & life,
regardless of culture, ethnicity, gender,
& SES.
Supportive services must be present
in schools to help all students to adjust
psychologically & socially, regardless
of socio-demographic variables; students must have self-understanding
& appreciate & respect their ethnicity/
culture & gender.
Teachers must be trained to work
effectively with all gifted students; to
provide an academically rigorous &
culturally relevant education.
Education helps gifted children from all
backgrounds become responsible adults
who make a contribution to society;
citizens who are culturally competent,
as well as socially active, responsive, &
responsible.

Topic 1 HO 5

Teachers Cultural Concept Map

The teachers individual cultural concept map is designed to help a teacher to
examine his/her personal beliefs, values, assumptions, and attitudes. Cultural
concept maps are easy to construct. First, the teachers name is placed in a
rectangle in the middle of a series of primary circles that describe the teachers
cultural groups of race/ethnicity, class, religion, gender, sexual orientation, ableness,
language, age, regionality, and nationality. (See Figure A)
For each primary circle the teacher then constructs a series of secondary and
tertiary circles, creating a web, which further clarifies the influences on the teachers
cultural beliefs. (See Figure B) The background and experiences of the teacher will
influence the complexity of the web. Once the webs of the cultural concept maps
have been compiled, teachers should be encouraged to discuss and share their
understanding of self with their colleagues, focusing on how this knowledge of self
has implications for teaching diverse gifted students. Teachers might also discuss
the appropriateness of a similar activity to be completed by the students they teach.
A blank form has been provided for your use to construct your cultural concept map
(See Figure C), or you may use a software program such as Inspiration.
Figure A: Primary Circles

CLASS

RACE
ETHNICITY

RELIGION

NAME OF
INVESTIGATOR
GENDER

NATIONALITY

AGE

ABLENESS

59
Special Populations Topic 1 HO 5

Topic 1 HO 5
Figure B: Secondary and Tertiary Circles
Mother
Stepmother

NAME OF
INVESTIGATOR

Father
Stepfather

FAMILY

Spouse
Significant
Other

Children
Stepchildren

GENDER
Elementary
School

Personal
Culture

SOCIETY

EDUCATION

University

Mainstream
Cross
Cultural

High
School

60
Special Populations Topic 1 HO 5, continued

Middle
School

Topic 1 HO 5
Figure C: My Cultural Concept Map

61
Special Populations Topic 1 HO 5, continued