Chapter One An Introduction to the Topic of Cultural Diversity - NAGC

When trying to examine and identify gifted behaviors, educators must understand the
common characteristics of giftedness with consideration to specific cultural behaviors
that may be found in CLED students (Menendez, 1995). Without knowledge of how
culture influences student behaviors, the gifts and talents of CLED students may become
lights under the bushel basket, talents hidden by environmental conditions (Gallagher &
Gallagher, 1994).
Teacher Perceptions
Educators’ preconceived ideas about what constitutes giftedness may result in
misunderstandings about identification of CLED students with high potential (Bruch,
1975; Callahan et al., 1995; Grossman, 1998). This misunderstanding is related to issues
of varying importance, from an inability to recognize the need for a stimulating
environment, to the fear of reducing program quality, and the belief that a limited number
of gifted students will be identified from culturally, linguistically, and ethnically diverse
groups. These issues may have an impact on the referral of CLED students for gifted
programs. Students are often nominated for gifted programs by teachers who must have
the knowledge, understanding, awareness, and appreciation of their own culture as well
as their students’ cultures.
A teacher's views can improve or hinder CLED students' chances for
identification and, too often, teachers have the power to assume the role as the sole
gatekeeper, one who can aid or block students in acquiring learning opportunities
(Peterson, 1999). Teachers' awareness of cultural behaviors serves as a critical link in an
effort to meet the needs of CLED students, as teachers are central to the implementation
of any educational innovation. When educators hold preconceived ideas about what
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