Gifted Learners from Culturally Diverse Backgrounds
In the United States, there are numerous subgroups that are formed by differing religious, cultural, ethnic, socioeconomic, language, and educational backgrounds. Definitions, perceptions, and theories of intelligence and giftedness based exclusively or extensively on intelligence tests have closed many doors for diverse students due to their narrow and undimensional focus. Few definitions and theories consider that different cultures view intelligence and giftedness in different ways; what is valued as gifted in one culture may not be valued as gifted in another culture (Ford & Grantham, 2003). As a member of a German immigrant family, Carle was in such a subgroup. Carle’s mother and father were German immigrants; when Carle was six years old his family returned to Germany. Carle lived in Germany until he was twenty-three and returned to New York. It was not until Carle’s return to New York that his giftedness was discovered.
In the United States, there are numerous subgroups that are formed by differing religious, cultural, ethnic, socioeconomic, language, and educational backgrounds. Definitions, perceptions, and theories of intelligence and giftedness based exclusively or extensively on intelligence tests have closed many doors for diverse students due to their narrow and undimensional focus. Few definitions and theories consider that different cultures view intelligence and giftedness in different ways; what is valued as gifted in one culture may not be valued as gifted in another culture (Ford & Grantham, 2003). As a member of a German immigrant family, Carle was in such a subgroup. Carle’s mother and father were German immigrants; when Carle was six years old his family returned to Germany. Carle lived in Germany until he was twenty-three and returned to New York. It was not until Carle’s return to New York that his giftedness was discovered.