Culturally and Linguistically Diverse Students in Gifted Education: Recruitment and Retention Issues

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Segregation and the Underrepresentation of Blacks and Hispanics in Gifted Education: Social Inequality and Deficit Paradigms (2014, background): “Discrimination is operating when there is a pattern of teachers not referring African American students for gifted screening, identification, and services (see summary by Ford et al., 2008a, 2008b).”
Gifted Girls: Gender Bias in Gifted Referrals (2011, background): “Furthermore, researchers have discussed the effect of teacher bias on the continued underrepresentation of racially, ethnically, and linguistically diverse students in gifted programs (Ford, 1996; Ford & Grantham, 2003; Ford et al., 2008; Valdés, 2003).”
Collaboration with Culturally and Linguistically Diverse Families: Ideal versus Reality (2008, background): “…(McIntosh, 1989), as well as assumptions about the value of science over spirituality in treating disabilities; the importance of the individual over the group; and culturally different attributions of disability (Kalyanpur & Harry, 1999; Lynch & Hanson, 2004) or giftedness (Ford et al., 2008).”
Preparing Preservice Educators for Cultural Diversity: How Far Have We Come? (2008, background): “At the other end of the spectrum, Ford (1998), Ford, Grantham, and Whiting (2008) and Miller (2000) found that some groups of CLD learners are significantly underrepresented in programs for the gifted and talented.”