The Quiet Crisis
Culturally and Economically Diverse Learners
This mentality can lead a teacher to over look a student based more on their "perceived" bad behavior rather than their actual achievement in terms of the criterion needed for gifted students. Some of the ways that teachers tend to show implicit bias can be teachers can lower or raise achievement expectations based on race/ ethnicity since society constantly inundates us with messaging about what students can and cannot achieve. Instead, teachers should adapt curriculum and instruction that responds to students' culture to best meet the needs of each student.
Lack of Training
Lack of Funding
- Wealthy schools only need to test to find who the gifted students are.
- High economic status students are given high-quality early enrichment and academics from a young age
- A large number of culturally/language diverse students are in schools that are underfunded, have less experienced teachers, lack a rigorous curriculum, and have fewer educational resources.
- The lack of funding can also lead to schools not having the ability to afford the tests gifted students need to be identified, let alone the support needed.
- Change the mindset of giftedness from fixed IQ to malleable; for example: notice students who may be gifted in nontraditional ways
- Think of proficiency as a yard marker rather than the end zone; for example: instead of aiming to have all 3rd grade students reading at a 3rd grade level, aim to have all 3rd grade students reading at a 6th grade level
- Create new strategies in identifying gifted students in culturally and economically diverse school communities; for example: provide enrichment and notice which students respond quickly
- Mandate teacher training on giftedness; for example: understanding how cultural and socioeconomic factors can affect it