Abstract
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- Volume 12
- Issue 3
- Publication Date: Spring 2001
Equity and Excellence: Providing Access to Gifted Education for Culturally Diverse Students
Donna Y. Ford and Deborah A. Harmon
Lacking both incentive and opportunity, the probabilities are very great that, however superior one’s gifts may be, he will rarely live a life of high achievement. Followup studies of highly gifted young Negroes . . . reveal a shocking waste of talent—a waste that adds an incalculable amount to the price of prejudice in this country. (Educational Policies Commission, 1950, p. 33)
As the aforementioned quote suggests, a mind is not only a terrible thing to waste, a mind1 is a terrible thing to erase. That is to say, we are wasting and erasing gifts and talents when we do not recognize the strengths of students.
The primary premise of this article is that the under-representation of diverse students in gifted education centers on the debate between excellence and equity, which is grounded in a “deficit perspective” about culturally diverse populations. This thinking effectively hinders educators from recognizing the gifts and talents of students who are different from the dominant culture.
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