Professional Documents
Culture Documents
Nanda Mitra-Itle
Essential Questions
What is the problem? What are the ethical considerations? What factors comprise the problem? What are the solutions? What is the role of school psychologists?
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The Problem
The percentage of students of diversity in gifted programs is not proportional to their percentage of representation in the school. Consequently-underrepresentation in gifted programs. Ethical violations in daily practice of educators that has perpetuated this problem.
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100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
Percentage in population
90% 78% 57% 44% 22% 10% 1972 2004 high level
Diverse
European American
Region III States Gifted Program Enrollment (Delaware, District of Columbia, Maryland, Pennsylvania, Virginia, West Virginia)
Percentage enrolled
60% 50% 40% 30% 20% 10% 0% 49% 55% Enrolled Gifted 6% African A 2% 1% Hispanic European American
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14%
Percentage enrolled
African A
Percentage graduated
81%
46%
41%
African A
Hispanic
European American
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Percentage graduated
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Formal principals that guide conduct of a professional school psychologist. Mandates school psychologists to protect the rights and welfare of the student while promoting improvement in the quality of their lives.
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Based on assumptions that we will act as advocates for our students/client and at the least, do no harm. Welfare of psychological patrons and maintaining public trust
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Ethical Considerations
Trimm & Harshorne, 1994)
Professionals Competence Professional Relationships and Responsibilities to client Client Advocacy Responsibilities in assessment/intervention School based research/evaluation
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Professional Competence
Harshorne, 1994)
(Jacob-Trimm &
Being acquainted with ones own limitations and strengths in training and experience and engaging in activities consistent with ones competencies. Upon recognition of limitations, one should seek out continuing professional development and remain progressive in research, training, professional practice.
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Practice to encourage improvement in the quality of life for client while maintaining sensitivity to mental, emotional, political, economic, social, racial, ethnic, etc characteristics. Resolve conflicting interests in a method that protects rights of all individuals involved.
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Client Advocacy
Concerns for protecting the rights and welfare of students is communicated to school administration and staff and is the top priority in determining services. When acting as advocates school psychologists must take into account rights of each individual involved and the duties of the school personnel.
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Responsibilities in assessment/intervention
Obligation to understand the nuances of assessment/intervention and maintain dignity/integrity of clients while acting as advocates for their welfare. Must be conversant in various variables involved in place of employment and establish clear roles Promote change in work place/society 17 that will benefit client/community
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Factors to ponder
Definitional disagreements of intelligence Statistical disparities in school population (staff vs. students). Conflicts of cultural values/behaviors Break between Research and Practice
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Spearman-Two factor theory and g Thurstone-7 Primary Mental abilities Cattell-Fluid vs. Crystallized Guildford-Divergent thinking and Structure of the Intellect Model Gardner-Multiple Intelligence Sternberg-Triarchic Theory
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Gagne-uses untrained/spontaneous natural ability in at least one domain thats in top 10% for his/her age. Renzulli-interaction among AA general and/or specific abilities, high levels of task commitment and high levels of creativity. Sternberg & Wagner- mental management of life in a constructive, purposeful way using adaptation to ones environment, selection of new environment and shaping of an environment 22
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Outstanding talent perform/shows potential for performing at remarkably high levels when compared to same age, experience, envirexhibit high performance in intellect, creative, artistic..
Gubbins, 2005)
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(Sternberg, 2007)
Taiwanese Chinese-add inter/intra personal skills. Africa-emphasize on skills that maintain harmony of intergroup relations Chewa in Zamiba-emphasize social responsibilities, cooperativeness and obedience Zimbabwe-word intelligence means prudent/cautious
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100% 80%
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61% 40%
17%
Percentage represented
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Deficit Thinking-having negative and stereotypic views about students who are culturally diverse
(Ford et al, 2003)
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A study found that teacher judgment was only 27% efficient in identifying gifted students. A study found that teachers rated Hispanic students lower.
(McBee, 2006) (McBee, 2006)
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Few teachers exposed to a multicultural curriculum or have experience with students of diversity in their training so they are ignorant of cultural nuances regarding learning styles, communication patterns, behavioral approaches, etc
Sternberg, 2007)
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European Americans Independence Competition Faster/immediate responses Verbal Communication/indirect verbal comm Future orientation Initiative
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European Americans Competition, selfdirection, Initiative in speaking first Individual (nuclear family-bio necessity) Independence and questions Subjection of Nature Indirect verbal comm.
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European Americans Future orientation Individual (nuclear family-bio necessity) Individualistic orientation Master of nature
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(Morris, 2002)
Some schools African Americans experience second-generation discrimination In order to succeed may African Americans feel pressure to acculturate into European culture instead maintaining both. Self sabotage success b/c friends not in gifted program. Language minority students are disadvantaged b/c of background.
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Divergence in intellectual assessment practices Practice often reflects misconceptions, budget, habit, etc instead of research based theories. Cognitive expression often tempered by context Minorities do better on performance based assessments
(Cohen p2) (Sternberg, 2007). (Ascher, 1990)
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Solutions to Consider
Adopting a pluralistic perspective
et al, 1991) (Harris
Educating all staff members and seeking professional development on diversity issues related to gifted identification
(Romero, 1994)
Means assimilating the definitional disagreements into one cohesive perspective that uses a multimodal/multidimensional view that accounts for the variability in gifted expression. This allows for definition based on strengths and research instead of relative to European American middle class students. Allows for more flexibility This perspective forces us to see both the individual and environmental factors of each student.
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(Romero, 1994)
Cultural Expression in Keresan People Geographic knowledge about environment, cultural history, storytelling Remembering songs, speeches, traditions, legends Native speech, song composition, etc
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Being Supportive
Encourage students to balance b/w both cultures via education and sensitivity
1994)
(Romero,
(Romero,
Acknowledge value of being competent in both cultures Understand nature and needs of diverse learners in your school
1994)
(Romero,
1994)
(Grantham et
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et al--)
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Student interview Permanent products GATES (Gifted and Talented Evaluation Scales) Sociometric questionnaire Parent Interview Teacher interview Observations 48 Performance based assessments
Cognitive Assessments CHC cross battery approach Dynamic assessment (pretestintervention-posttest for acquisition of skills) DISCOVER (Discovering Intellectual Strengths and Capabilities through Observation while allowing for Varied Ethnic Responses) Project CLUE (Clustering Learners Unlocks Equity)
(Lidz & Macrine, 2001)
(Sarouphim, 2004) (Pierce et al, 2007)
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Cognition and language are so interrelated that it can be difficult to distinguish the two
(Thomas & Grimes, 2002)
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Decision to use an assessment should be based on purpose, case history, psychometrics, etc. Always present test scores in ranges
(Thomas & Grimes, 2002) Grimes, 2002)
(Thomas &
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Cognitive Assessments
Kauffman Assessment Battery for Children (K-ABC) Mental Processing Composite Naglieri Nonverbal Ability Test (NNAT/DA) Ravens progressive Matrix System of Multicultural Pluralistic Assessment (SOMPA) Cattell Culture-Fair Intelligence Series
(Lidz et al, 2001)
(Castellano, 1998))
(Harris et l, 1991)
(Harris
et l, 1991)
(Harris et l, 1991)
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Cognitive Assessments
Escla de Inteligencia Wechsler para Ninos-R (WISC-1982) Differential Ability Scales for Children5th Ed. Test of Non-Verbal Intelligence2 (TONI) Language Assessment Scales-OralSpanish and English.
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Consultation with teachers, parents, administrations, etc to assistant with identification and interpretation of gifted Advocating for Best Practice using research. Using effective models of systematic problem solving Productive member of the gifted identification team
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Help teachers and administers to reframe their own perspectives and biases. Understand relationships b/w culture, ethnicity, SES and acculturation.
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References
Ascher, C. (1990). Assessing bilingual students for placement and instruction (Report No. 65) New York, NY: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Services ED322273). Bainter, T.R., & Tollefson, N. (2003). Intellectual assessment of language minority students: what do school psychologists believe are acceptable practices. Psychology in the Schools, 40(6), 599-603. Cantu, L. (1998) Intercultural Development Center. http://www.idra.org/IDRA_Newsletter/June_-_July_1998_Gifted_and_Talented_Students Castellano, J.A. (1998). Identifying and assessing gifted and talented bilingual hispanic students. Davidson Institute for Talent Development. http://www.gtcybersource.org/ArticlePrintable.aspx?rid=14056 Cohen, L.M (1990). Meeting the needs of gifted and talented minority language learners New York, NY: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Services ED321485). http://www.kidsource.com/kidsource/content/gifted_and_minority_lang.html. Daniels, V.I. (1998). Minority students in gifted and special education prorams: a case for educational equity. The Journal of Special Education, 32(1), 41-43. Education Commission of the States. State Gifted and Talented Definitions 2004. http://www.ecs.org/clearinghouse.
Fagan, T.K,, & Wise, P.S. (2000). School Psychology: Past, Present and Future. Bethesda, MD: NASP publications. Ford, D.Y., & Gilman, W.W. (2007). Another perspective on cultural competence: preparing students for an increasingly diverse society. Gifted Child Today, 30(2), 52-55. Ford, D.Y., & Grantham, T.C. (2003). Providing access for culturally diverse gifted students: from deficit to dynamic thinking.Theory into Practice, 42(3), 217-225.
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References cont
Ford, D.Y., Moore, J.L III., & Milner, H.R. (2005). Beyond culturalblindness: a model of culture with implications for gifted education. The Roeper School. http://www.accessmylibrary.com Grantham, T.C., Frasier, M.M., Roberts, A.C., & Bridges, E.M.(2005). Parent advocacy for culturally diverse gifted students. Theory into Practice, 44(2) 138-147 Gubbins, E.J. (2005). Snapshot of intelligence. National Research Center on the Gifted and Talented. http://www.gifted.uconn.edu/nrcgt/newsletter/winter05/wintero51.html
Harris, J.J., & Ford, D.Y. (1991). Identifying and Nurturing the Promise of
Gifted Black American Children. Journal of Negro Education 60(1), 3-18. Jacob-Trimm, S., & Hartshorne, T. (1994). Ethics and Law for School Psychologists. Brandon, VT: Clinical Psychology Publishing Co., Inc. Knutson, K.A., & McCarthy-Tucker, S.N. (1993). Gifted education for native american students, a state of affairs. Arizona State University Roundtable Presentation: Atlanta, GA: American Educational Research Association. Lidz, C.S., & Macrine, S.A. (2001). An alternative approach to the identification of gifted culturally and linguistically diverse learners. School Psychology International, 22(1) 74-96. Lohman, D. The Role of Nonverbal Ability Tests in Identifying Academically Gifted Students.http://faculty.education.uiowa.edu/dolman Lopez. E.C. Practicing the Three Cs cross-cultural competence in school psychological services. www.nasponline.org/resources/culturalcompetence
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References cont
Matthews, P.H., & Matthews, M.S. (2004). Heritage language instruction and giftedness in language minority students: pathways toward success. Journal of Secondary Gifted Education, 15(2), 50-55. McBee, M.T. (2006). A descriptive analysis of referral sources for gifted identification screening by race and socioeconomic status. The Journal of Secondary Gifted Education, 17(2), 103-111. Morris, J.E. (2002). African american students and gifted education: the politics of race and culture. Roeper Review, 24(2), 59-62. National Association for Gifted Children. What is Gifted? http://www.nagc.org/index.aspx?id=574 National Center for Education and Statistics. http://nces.edu.gov/pubsearch
Pierce, R.L., Adams, C.M., Speirs, K .L., Casseady, J.C., Dixon, F.A., &
Cross, T.L. (2007). Development of an identification procedure for a large urban school corporation: identifying culturally diverse and academically gifted elementary students. Roeper Review, 29(2), 113-118. Plucker, J. (2001). Intelligence theory and gifted education. Roeper Review, Romero, M.E. (1994). Identifying giftedness among keresa pueblo indian, the keres study. Journal of American Indian Education, 34(1). http://jaie.asu.edu/v34/V34Slide.htm. Rose, E.A. (2001). A longitudinal study of the course of academic achievement of urban and minority gifted and general eduation students. Seattle,WA: Paper presented at the 82nd annual meeting of the American educational research association. 60
References cont
Sarouphim, K.M. (2004). DISCOVER in middle school: identifying gifted minority students. Journal of Secondary Gifted Education, 15(2), 61-69. Sternberg, R.J. (2007). Cultural concepts of giftedness. Roeper Review, 29(3), 160-165. Sue, D. W., & Sue, D. (2003).Counseling the Culturally Diverse Theory and Practice 4th Edition. New York: Wiley & Sons, inc. Thomas, A & Grimes, T, (1995). Best Practices in School Psychology III. Washington, DC: NASP Publications. Thomas, A & Grimes, T, (2002). Best Practices in School Psychology IV. Washington, DC: NASP Publications.
U.S. Department of Education. Office for Civil Rights. The MidAtlantic Equity Center. http://www.nswagtc.org
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