Artiles, A.J. & Zamora-Duran, G. (eds) (1997) Reducing Disproportionate Representation of Culturally Diverse Students in Special and Gifted Education. Reston: The Council for Exceptional Children. (371.90973/R321)

Includes chapters on 'Disproportionate representation: A contentious and unresolved predicament', 'Disproportionate representation in gifted programs: Best practices for meeting this challenge' and 'Disproportionate representation: Current issues and future directions'.

 

 Baldwin, A.Y. & Vialle, W. (1999) The Many Faces of Giftedness: Lifting the Masks. Belmont, CA: Wadsworth. (371.95/M295)

Includes sections on 'Social and cultural challenges', 'Learning disability', 'Sensory and physical challenges', 'Autism' and 'Emotional disturbance'. Several chapters within these are written from an Australian perspective, eg Kay Gibson on 'Aboriginal populations', Yvonne Carnellor on 'Immigrant non-English speaking populations', Margaret Moroney on LD, Deslea Konza on autism and on emotional distrubance, and Wilma Vialle and John Paterson on 'The deaf'.

 

Cline, S. & Schwartz, D. (1999) Diverse Populations of Gifted Children: Meeting Their Needs in the Regular Classroom and Beyond. Upper Saddle River, NJ: Merrill. (371.950973/C641d)

Comprises chapters on 'Failure to meet the needs of gifted children', 'Applications of Multiple Intelligence theory to the curriculum', 'Students with intellectual giftedness and physical disabilities', 'Gifted children with sensory impairments', 'Gifted children with learning problems', 'Gifted children from diverse backgrounds', 'Exceptionally gifted children', 'Young gifted children', 'Gifted females', 'Social and emotional concerns and underachievement' and 'Reconceptualizing gifted education: Creating an inclusive community of all learners'.

 

Crawford, L. (1993) No gifts for the gifted. Gifted, 79, 16-19.

"Aboriginal people need leaders, academics and scientists to ensure their future. Many gifted Aboriginal children can grow up to enter such professions. But only when the wheel is turned from focusing on the negatives towards focusing on the positives will the abilities of Aboriginal children be well recognised and their gifts less squandered." (p.19)

 

Day, A. (1992) Aboriginal students succeeding in the senior high school years: A strengthening and changing Aboriginality challenges the negative stereotype. The Australasian Journal of Gifted Education, 1 (2), 14-26.

"From the results of the research, the following factors seem to be important in the students' success at school. 1. Strong personal and Aboriginal identity, For example, all students and their parents are very proud of their Aboriginal culture and identity. 2. Display of academically purposeful behaviour. For example, most of the students have clear, long term career goals. 3. Positive relationship and support within the family. For example, all students have strong support from their family to do well at school. 4. Parents and students possess some school and Western cultural knowledge and attitudes which are important for success at school. For example,the importance of homework was recognised by all students and parents." (p.24)

 

Ford, D.Y. (1996) Reversing Underachievement Among Gifted Black Students: Promising Practices and Programs. New York: Teachers College Press. (371.956/F711r)

Included are chapters on 'Underachievement: definitions, theories, and assessment', 'Social factors as correlates of underachievement', 'Cultural factors as correlates of underachievement', 'Psychological factors as correlates of underachievement', 'Gender issues in underachievement and educational attainment', 'School influences on underachievement', 'Families and gifted black students', and 'Promising practices, paradigms, and programs'.

 

Ford, D.Y., Tyson, C.A., Howard, T.C. & Harris, J.J. (2000) Multicultural literature and gifted black students: Promoting self-understanding, awareness, and pride. Roeper Review, 22 (4), 235-240.

'Multicultural literature is for all students; it is a literature of liberation from the tyranny of the attitudes and expectations that the world thrusts upon us …. Children who see themselves in the literature have an opportunity to grow inside. Children who see others in the literature are also able to grow.' (p.240) Includes 'an annotated bibliography of books with black students as the main character'.

 

Reid, C. (1994) It's all on the label: Aboriginal students and giftedness. Education Links, 47, 14-15.

"Instead of worrying about the token gifted Aboriginal student, it would be more useful to offer all Aboriginal students (and non-Aboriginal students I would argue) the same resources and energy that the gifted machine is churning out and using up." (p.15) Questions some of the assumptions underlying an article by Laurie Crawford.

 

Yong, F.L. (1994) Self-concepts, locus of control, and machiavellianism of ethnically diverse middle school students who are gifted. Roeper Review, 16 (3), 192-194.

"Mean scores indicated that ethnically diverse students who are gifted had positive self-concepts, internal locus of control, and were low machiavellians." (p.192)

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This page updated: 23 January 2006 Webmaker: Howard Smith. hsmith4@une.edu.au