Discrimination and Its Influence on the Gifted Program

One group in particular that encounters discrimination both in and out of the classroom is the Hispanic population. As a person who identifies as Cuban-American, I straddle the cultural boundary that makes me one nationality or the other. Over the course of my life, I've had the privilege of viewing situations from both sides, understanding how cultural perspectives can change everything about an issue. I've also been able to experience the negativity associated with being from a different background; the fear and prejudice people have when they encounter the unfamiliar. 

This is no different, however, in the field of education. After reading about the growing number of Latinos in the United States, it isn't surprising that they come with their own stereotypes (Garret, Antrop-Gonzalez, Velez, pp. 106-115). As Latinos surpass African Americans in population and high school drop-outs, is increasingly important that we learn who they are, where these people come from, and what needs must be met so that they can succeed—especially those of them that are gifted.

Discrimination & Prejudice 

At the root of every social issue is a stereotype that feeds it. For Hispanics, this stereotype revolves around immigration and the way in which hispanics gain their citizenship. As a result of a broken immigration system, Hispanics are named as lazy, free-loaders, and gang bangers (Brownface! - The History of Racist Latino/Hispanic Stereotypes, n.d.). Unfortunately, this stereotype is perpetuated in the media, by presidential candidates, and people who lump every Hispanic person into a homogenous group. As a descendent of immigrants, I can attest to the inaccuracies of these stereotypes. 

Hispanic students not only deal with these issues of prejudice, but they could also be struggling with a language barrier. As a result, these students are considered "different" and feel isolated from the classroom and forgotten by the school system. 

It is an entirely different issue when giftedness is thrown into the mix. Students with language gaps or poor language skills could be overlooked when identifying potential gifted students. And while giftedness is something to be celebrated, Hispanic students may even hide their intelligence simply because it doesn't fit the mold of what a Hispanic "should" be. 

  

Cultural Bias 

Where we, as teachers, fault our Special Diverse Populations students, is when we make assumptions about a child's potential based on their cultural background. 

Unfortunately, the testing methods used to identify gifted learners are multiple choice tests, or heavily reliant on a mastery of the English language. For Hispanic students, this proves difficult, especially when they have to overcome a language barrier. Rather than properly identifying these students, many may assume that Latino students are behind, academically speaking. 

In addition, test questions may prove difficult because the questions are also biased (Reece, 2013). If Latino students do not have the background knowledge white students have, it may prove impossible to answer a particular question correctly and score in a range that would be considered "gifted." However, this doesn't make a Latino child any less gifted. 

Is There a Solution?

As educators of all students from all backgrounds and cultures, it is essential that we recognize and celebrate the differences our students have. As gifted teachers, these cultural differences should be at the forefront of our minds, especially because we know that the number of diverse gifted students is slowly growing. 

These gifted students may be the first in their family, may not have any friends that are gifted, and may feel isolated or ashamed of their talents. It is our job to create opportunities for these students to express themselves to build confidence and a sense of comfort at school. 

It is also our job to come up with alternative ways for these students to express their talents. For example, if Hispanic students struggle to write or read in English, we can allow them to draw pictures or demonstrate their understanding. 

Although working with Special Diverse Populations can be challenging, it is a teacher's responsibility to overcome the stereotypes, bias, and self-doubt these children come with. We must develop relationships with them to better understand where they come from, their beliefs, and their needs as gifted learners. By developing these relationships, free of bias, we may be able to break down some barriers culturally diverse students feel at school and in the gifted program. 

References 

Garret, T., Antrop-Gonzalez, R., & Velez, W. (2010). Examining the Success Factors of High-Achieving Puerto Rican Male High-School Students. Nurturing and Impeding Influences on High Ability, (32), 106-115. doi:10.1080/02783191003587892 

Brownface! - The History of Racist Latino/Hispanic Stereotypes. (n.d.). Retrieved October 28, 2015. 

 Reese, R. (2013, February 21). Minority Testing Bias Persists. Retrieved October 28, 2015.