Three ways to achieve a more equitable representation of culturally and linguistically different students in GT programs

By Ernesto M. Bernal. 2001

93 citations recorded by the source corpus.

Subfields: Demography, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a73289849a38f2c105dcdf70e0ce4e288e93ad9c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Demography

1. George Peternel
2. P. Olszewski-Kubilius
3. F. Worrell
4. Seon-young Lee

In Education

1. James L. Moore
2. H. Richard Milner
3. F. Worrell
4. P. Olszewski-Kubilius
5. George Peternel
6. J. Cassady
7. Seon-young Lee
8. F. Dixon

In Experimental and Cognitive Psychology

1. James L. Moore
2. P. Olszewski-Kubilius
3. F. Worrell
4. H. Richard Milner
5. George Peternel
6. K. S. Neumeister
7. J. Cassady
8. Seon-young Lee

Citations in the corpus

• Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students (2007, background): “Bernal (2002) recommended the adoption of Banks’ (1993) five multicultural education components: content integration, which is using examples from different cultures to explain ideas and clarify points; understanding how ethnicity influences knowledge construction; actively reducing prejudice;…”
• Follow-Up with Students After 6 Years of Participation in Project EXCITE (2009, background): “The majority of students deemed qualified for and placed in gifted programs and advanced classes are White or Asian students; African American and Hispanic students are severely underrepresented (Bernal, 2002; Ford et al., 2002; Grantham, 2003; Lee, Matthews, & Olszewski-Kubilius, 2008; Morris, 2002”
• The Efficacy of Academic Acceleration for Gifted Minority Students (2010, background): “…(Colangelo, Assouline, & Gross, 2004), particularly with gifted low-income or minority students who are underrepresented in many gifted programs (Bernal, 2002; Ford, Harris, Tyson, & Trotman, 2002; Grantham, 2003; Lee, Matthews, & Olszewski-Kubilius, 2008; Morris, 2002; Worrell, 2007; Wyner,…”
• Recruitment Is Not Enough: Retaining African American Students in Gifted Education (2005, background): “As discussed by numerous scholars (Bernal, 2002; Ford, 1998, 2002; Frasier & Passow, 1994), recruiting diverse students in gifted programs has been the primary focus for addressing their underrepresentation.”
• Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents (2007, background): “…rates among groups been decried by researchers, and theories put forward to explain these patterns (e.g., Ford, 1998; McKenzie, 1986), but also, there has been a plethora of suggestions for reversing these trends (Bernal, 2002; Ford, 1996; Maker, 1996; Melesky, 1985; Passow & Frasier, 1996).”