The Extent, Nature and Effectiveness of Planned Approaches in ...

esponsible, participating in student government and maintaining 3.0 to 4.0 grade point averages”(Martin et al., 2003, p. 197). However, it is not ascertainable whether these school-related outcomesare directly attributable to Na Pua No’eau programme attendance.Parental and community input. The literature identifies parental and community involvement asessential to the success of identification and provisions for gifted and talented children from ethnicminority groups (Castellano & Diaz, 2002; Damiani, 1996; Harris & Ford, 1991; Harslett, 1993; Sisk,2003; Smutny, 2003; VanTassel-Baska, 1989). A variety of reasons for and means of encouragingfamily and community involvement are reported. Fletcher and Massalski (2003) describe a projectaimed at extending gifted students and addressing intergenerational conflicts. At the Jose ClementeOrozco Community Academy, Center for the Gifted Hispanic LEP/Bilingual Students in Chicago:The community took their cultural capital and utilized it as a foundation for developingtheir program for gifted and talented students…. Although the older generation mayappreciate a student’s ability in higher mathematics, it leaves them outside of anymeaningful conversation with the students and lessens their ability to share culturalknowledge and life experience in a way that might assist youth in their futurechallenges…The cultural components of the curriculum embrace the generations throughtheir contributions of history, folk stories, their knowledge of artistic and musicalexpression, as well as their true life stories of personal encounters and achievement in thedominant society (Van Groenou, 1995). The whole community is brought forward into theThird Wave culture emphasizing contexts, relationships and wholes (Fletcher & Massalski,2003, p.167).Similarly, family members are called upon to share their expertise in Na Pua No’eau Centerprogrammes. They can also learn about traditional Hawaiian values in classes with their children andattend additional sessions on how these values can be used to appreciate and develop their children’sgifts. Family members are invited to hear motivational speakers with their children and act asvolunteers in a number of Center programmes (Martin et al., 2003).Damiani (1996) describes a research study where 87 culturally diverse, economically disadvantagedfamilies were offered classes on the characteristics of giftedness, advocacy and fostering their child’shigh ability. They were also assisted to develop Individual Family Support Plans in which availableresources, family strengths, goals and strategies to achieve them were listed. Families were contactedperiodically to monitor whether strategies were being used and objectives being met. An evaluation atthe end of the study showed that all “Family Plan goals had been met or addressed. Families reportedpositive reactions to the planning process” (Damiani, 1996, p. 293). Unfortunately, the student’sprogress was not assessed in this study but Damiani noted that they subsequently enrolled in a range ofgifted programmes.In Project STEP UP parent seminars were offered in students’ study topics, definitions of giftednessand how to nurture and extend children’s gifts. Parents were also involved in interactive workshops,for example, Navaho parents and their children “worked together to create a poem to express theirfeelings and ideas about visual images from the reservation” (Sisk, 2003, p. 250). Sisk noted that thisparental involvement refutes the misconception that parents from ethnic minority groups are not ableor interested in helping their gifted children. This finding is further confirmed in Vasilevska’s (2003)research where ethnic minority parents requested information on available gifted provisions andclasses on understanding giftedness and helping their children at home.Additional strategies. Another strategy mentioned in the literature is the use of mentors preferably ofthe same ethnic culture as the gifted student. Gardner (1983) maintains that the three elements forsuccess in the gifted person are innate ability, motivation and opportunity. Mentorship isrecommended as an effective means of providing for the latter two elements. This contention issupported by findings from Torrance’s longitudinal comparison of culturally different and mainstreamgifted and talented children. Observations from this study indicate that providing mentors fordisadvantaged gifted children at an early age is an effective way of helping them achieve their132