Abstract
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- Volume 27
- Issue 4
- Publication Date: Fall 2004
Creating Culturally Responsive Gifted Education Classrooms: Understanding “Culture” is the First Step
Donna Y. Ford and James L. Moore III
For decades, we have studied and read about the poor achievement of culturally diverse students (specifically, African American, Hispanic American, and Native American students) in schools and their poor performance on achievement and intelligence tests. We share the sense of urgency among educators that we must find ways to better understand factors that contribute to poor or low achievement among this segment of our student population. In addition to addressing issues of low performance and underachievement by culturally diverse students, we share the agenda of educators who have sought to increase the recruitment and retention of these diverse students in gifted education programs.
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