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

(Renzulli, 1994). Teachers who develop behavioral objectives to make students more
alike may hinder sensitivity and appreciation to cultural diversity.
Consideration of the learning patterns of CLED students is important but
incomplete without the use of rich content. Instructional units must have a foundation that
enables students to learn the big ideas and the universal truths across and within fields,
providing a place to categorize learning and make complex connections. It is through a
combined recognition of cultural and linguistic differences and rich content that our
gifted CLED students can demonstrate their abilities and gain access to gifted services. If
consideration of these principles and concepts does not occur, multicultural education
could be reduced to a series of skills to master (Sleeter, 1990) or remediation that results
in denying student access to deeper learning. The use of challenging, culturally sensitive
units that enable teachers and students the opportunity to get to know each other and
incorporate the contributions of various groups is critical (Banks, 1993). The goal would
be to eliminate stereotypes and create learning experiences to enable all students to
understand the similarities among individuals (Gomez, 1991). Students can develop more
positive racial attitudes if realistic images of ethnic and racial groups are included in
teaching materials in a consistent, natural, and integrated manner (Banks, 1993).
Teachers, therefore, must help students learn how knowledge is created and how race,
ethnicity, gender, and social class influences essential knowledge (Banks, 1993).
Within-School Support Systems
Some students who are identified as gifted may need specific scaffolding
strategies to support their learning, and these needs are specific to their environmental
needs, requiring unique supports to maintain CLED students in gifted programs. These
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