Ramos Emily
North Rockland School District, New York State, USA.
J Cult Divers. 2010 Winter;17(4):151-3.
This paper articulates the necessity of improving identification protocols for inclusion of low-socioeconomic gifted Latino students in Gifted and Talented Programs in all levels of education ranging from elementary and continuing on to the college level. Non-verbal tests, observation instruments, grade-to-grade portfolios, performance projects, and extensive interviewing are suggested in lieu of biased standardized tests as identification variables. In addition, teacher professional development opportunities as well as the inclusion of multicultural curriculum will promote an appreciation of Latino culture as well as encourage and include intellectually gifted Hispanic students. Reference to collectivistic societal constructs impacting on positive Latino student engagement is discussed. This article will appeal specifically to those individuals entrusted with recruitment for elementary and secondary Gifted and Talented Programs as well as College Honors Programs. In addition, the notion that the identification of giftedness is culture dependent is of importance to the general public in our endeavor to become a multicultural globalist society.
本文阐明了改进识别方案的必要性，以便将社会经济地位较低的有天赋的拉丁裔学生纳入从小学到大学各级的天才和有才能学生项目。建议使用非语言测试、观察工具、逐年级作品集、绩效项目和广泛的面试，以取代有偏见的标准化测试作为识别变量。此外，教师专业发展机会以及多元文化课程的纳入将促进对拉丁裔文化的欣赏，并鼓励和接纳有智力天赋的西班牙裔学生。文中讨论了影响拉丁裔学生积极参与的集体主义社会结构。本文将特别吸引那些负责小学和中学天才和有才能学生项目以及大学荣誉项目招生的人员。此外，天赋的识别取决于文化这一观念，对于我们努力成为多元文化全球主义社会的普通公众来说至关重要。
