Why do gifted and talented culturally and linguistically diverse students opt out of gifted and talented programs?

Amanda Maureen Keton, University of Texas at El Paso

Abstract

This study analyzes why gifted and talented culturally and linguistically diverse students opt out of gifted and talented programs. The participants were all 8th grade students in the Frontera School District (a pseudonym) in West Texas who chose to exit a gifted and talented classroom sometime during the 2003–2004 school year or the 2004–2005 school year. Participants were asked why they entered the gifted program in the first place, how they felt during their participation, and why they decided to leave. This qualitative multiple case found that students left the gifted and talented program for many reasons. The type of work, the amount of time, teacher conflicts, peer pressure, and a lack of resources were major factors in students' decisions to leave. The data strongly suggest that alternative gifted programs, emphasizing other intelligences besides verbal ability, should be created. In addition, the curriculum must become more multicultural and teachers should attend more diversity training to make teachers aware of the culturally and linguistically diverse students' needs. ^

Subject Area

Education, Bilingual and Multicultural|Education, Special|Education, Curriculum and Instruction

Recommended Citation

Keton, Amanda Maureen, "Why do gifted and talented culturally and linguistically diverse students opt out of gifted and talented programs?" (2005). ETD Collection for University of Texas, El Paso. AAI1430951.
http://digitalcommons.utep.edu/dissertations/AAI1430951

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