Do We Change Gifted Children to Fit Gifted Programs, or Do We Change Gifted Programs to Fit Gifted Children?

Autor/in	Olszewski-Kubilius, Paula
Titel	Do We Change Gifted Children to Fit Gifted Programs, or Do We Change Gifted Programs to Fit Gifted Children?
Quelle	In: Journal for the Education of the Gifted, 26 (2003) 4, S.304-313 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Academically Gifted; Cultural Influences; Minority Groups; Program Development; Student Needs; Socioeconomic Status; Socioeconomic Influences; Racial Bias; Academic Achievement; Intervention; Social Support Groups; Underachievement; Social Bias; Social Networks; Racial Differences; African American Students; Hispanic American Students; White Students + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Ethnische Minderheit; Programmplanung; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Racial discrimination; Rassismus; Schulleistung; Social support; Soziale Unterstützung; Performance deficiency; Leistungsschwäche; Social network; Soziales Netzwerk; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	In this article, I present a framework that can be used in our work with special groups of gifted students--one that recognizes the effects of socioeconomic status (SES), racism, and other limiting factors on educational achievement and provides a blueprint for interventions. This framework stems from Urie Bronfrenbrenner's ecological theory of development and emphasizes the role of social support systems in the development of talent. I then argue that two important reasons to retain a strong focus on programs that serve minority students include the fact that the gap in achievement between minority and nonminority children is pervasive and exists even at high socioeconomic levels and that minority students' underachievement is largely attributable to cultural factors within our society. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10