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

qualities of CLED students are grounded in their history, values, language, and
experiences in the United States and hold implications for learning style (Webb, 1998).
For example, African American learners may prefer to develop relationships between
concepts rather than memorize isolated facts. Their preference for learning environment
may involve activities with planned, purposeful movement rather than sedentary, solitary
activities (Webb, 1998). Contrasting these cultural preferences with the dominant
instructional methods may suggest one reason that CLED students have difficulty having
their strengths recognized and participate less often in gifted education programs. Many
of these preferences can be addressed by developing the students' awareness of their own
learning styles, providing flexibility in learning experiences, and developing resources
that complement student styles.
Instructional Practices
While the primary educational goals for CLED gifted students should not differ
from other populations, the system of delivery may vary from cultural group to group and
from child to child (Baldwin, 1978). Recognition of students who demonstrate high
potential for exceptional performance must occur early with the provision of special
instruction to help students meet this potential (Frasier et al., 1995).
Educational strategies that employ the philosophy of multiculturalism must be
infused into traditional curriculum as well as in gifted program offerings (Ford, 1994).
Regular education program goals must be broadened to include those that benefit all
students (Sleeter, 1990), and educators must modify their programs, curricula, and
strategies for CLED students to be successful while simultaneously helping them to
maintain their cultural identities (Maker & Schiever, 1989). These instructional practices
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