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

may include creating an academic environment of competition, without home support, to
help students deal with the separation they may experience from cultural peer groups, or
from having to choose between academics and friends, and the limited support they have
for goal-setting and future planning skills (Slocumb & Payne, 2000).
To help to establish these conditions, educators must be aware of how their
students’ cultures impact learning. Values in the African American community, for
example, tend to be communal, emotional, person centered, and flexible. Students tend to
be sensitive to how a teacher responds to them, reacting positively to frequent
constructive feedback. It is from this foundation of awareness that school support
systems develop, which may include options such as opportunities for peer tutoring,
cooperative learning, mentors, and enrichment, as well as the core strategy of concept
learning. These strategies reflect high quality in both gifted and multicultural education.
Conclusion
The under identification of culturally, linguistically, and ethnically diverse
students' gifts and talents has occurred during the last few decades and cannot be rectified
by adding posters to the walls, studying famous people, or celebrating heritage months. It
is only through strategic change in views and practices that the potential gifts and talents
of culturally, linguistically, and ethnically diverse students will be identified and
developed.
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