Margie K. Kitano

Resilience and coping: Implications for gifted children and youth at risk

The large body of literature on resilience and coping gives promise to finding specific ways in which teachers, counselors, and schools can enhance success among gifted and talented children and youth placed at risk. While high intelligence is not a requirement for resilient outcomes, cognitive ability appears to be a supporting factor, especially as it relates to problem solving and coping. To the extent that low‐income and culturally diverse children and youth have more experience overcoming adversity, they may possess a greater range of and flexibility in coping strategies that can be shared with others. This article summarizes findings from resilience literature relevant to the development of children and adolescents and derives specific strategies for enhancing outcomes for gifted children and youth most at risk for encountering adversity.

Psychological intensities in gifted adults

This study investigated affective characteristics of academically gifted adults using two models: Clarks (1983) notion of concomitant problems and Dabrowskis (Piechowski, 1979) construct of overexcitabilities, concepts collectively referred to as “intensities.” The population studied was adults who had demonstrated high academic achievement by successfully competing for admission to a doctoral program in Education. Thirty‐one doctoral students responded to a researcher‐developed questionnaire designed to measure intensity characteristics. A subset of 11 students participated in focus groups conducted to investigate qualitatively their perceptions of the concept of psychological intensities. Focus group data supported the constructs of intellectual and emotional overexcitabilities and concomitant problems. Factor analysis of questionnaire responses produced five factors. Subjects perceived themselves as different from typical persons on factors reflecting internal motivation, positive aspects of overexci...

Are Asian and pacific Americans overrepresented in programs for the gifted

As a group, Asian and Pacific American (APA) students are commonly perceived as “overrepresented” in programs for the gifted despite their status as numerical and political minorities. The literature reveals little information concerning the accuracy of this perception or factors contributing to high rates of identification as gifted. This article examines the phenomenon of overrepresentation in light of the diversity of Asian subgroups using disaggregated data from one large urban school district with a high enrollment of APA students. These data suggest differences in identification rates among APA subgroups. Literature‐based explanations are offered for over‐ and underrepresentation as well as implications for school practices.

Language Diversity and Giftedness: Working with Gifted English Language Learners.

The challenge of serving gifted students from nonmainstream cultural backgrounds assumes greater complexity when accompanied by linguistic diversity. Gifted students with primary languages other than English, or English language learners, demonstrate wide within-group differences related to language of origin, level of first- and second- language proficiency, cultural background, and type and level of talent. While the majority of bilingual residents in the United States speak Spanish, some school district enrollments represent nearly 100 different language groups, some of very low incidence. To respond to the needs of this population, educators require current information concerning appropriate procedures for identification, service delivery, instructional methods, and community involvement. This article summarizes available literature and suggests future directions.

Gifted African American Women.

This article describes factors affecting the life-span achievement of IS highly accomplished African American women from a national retrospective study of gifted women from diverse ethnic backgrounds. Participants were nominated as gifted by national professional organizations in their respective fields. Data were collected through face-to-face interviews of the women and telephone questionnaires administered to “parent” informants. Participants perceived that civil-rights and affirmative-action policies opened doors if they were already qualified. Interpreted within a cultural-ecological framework, findings suggested that cultural strengths plus their high ability enabled simultaneous acknowledgment of the effects of racism, sexism, and other hardships and application of positive coping strategies that are derived from these strengths.

International Gifted Women: Developing a Critical Human Resource.

Gifted women in developing nations constitute a valuable human resource in terms of potential contributions to social, technological, and economic progress. To increase understanding of gifted women around the globe, this article presents the results of a study designed to investigate factors affecting lifespan achievement as perceived by 16 highly select, academically achieving women from 15 countries outside the United States. Data were collected through a combination of individual written questionnaires and focus groups. Specific questions concerned the womens perceptions of factors that encouraged or discouraged their achievement over time and strategies they used to cope with obstacles. Results indicated that gifted women from highly diverse countries share personal characteristics of determination, love of learning, willingness to take risks, and an indomitable will to achieve their goals. Most attributed their success to their own motivation and to family support. Where families were perceived as ...

Gifted Latina Women

This article presents an analysis of factors affecting the life-span achievement of 15 Latina women identified as gifted through a national retrospective study of high-achieving African American, Asian American, Latina, and White women. Content analyses of interview data from participants and “parent” informants were conducted to investigate questions concerning the characteristics these gifted Latina women displayed during their school years; family, community, and school contributions to their achievement; roles played by societal and institutional factors; and strategies employed by the women to reach their high levels of achievement. As children, participants displayed a range of characteristics; and more than half did not evidence their considerable potential through report-card grades. While some families and schools provided strong support of these womens achievements, others communicated ambivalent or low expectations. The majority of participants cited racial or gender bias as a major obstacle during the adult years. They responded to bias and other hardships with a strong determination to succeed. Implications are suggested for recognizing and supporting gifted potential in young Latina women during the school years.

Examining the Relationships Between Reading Achievement and Tutoring Duration and Content for Gifted Culturally and Linguistically Diverse Students From Low-Income Backgrounds

This article describes a study designed to examine the relationship of tutoring in specific reading comprehension strategies to gains in reading achievement for children enrolled in self contained classrooms for gifted students from low-income, culturally and linguistically diverse backgrounds and heterogeneous with respect to reading achievement. Participants were 58 students in grades 3–5, including 12 English learners. Eleven adult tutors received training in decoding and 3 basic and 3 higher level reading comprehension strategies consistent with the districts reading program and adapted to include increasing levels of challenge and support for English learners. Scores on a standardized reading achievement test and an assessment of reading fluency served as outcome measures. Findings suggest that tutoring in decoding and higher level reading comprehension strategies supported gains in reading achievement. Gifted students who are English learners appear to benefit from tutoring in decoding and the full range of lower and higher level reading comprehension strategies.

A developmental model for identifying and serving young gifted children

Recent literature on the nature of intelligence, young childrens learning, affective characteristics of the gifted, and the needs of diverse learners has implications for identifications and instruction of young gifted children. A Developmental Model is proposed that integrates this knowledge with the Developmental Curriculum approach supported by The National Report on Identification #opRichert, Alvino, & McDonnel, 1982#cp. The model serves as both an approach to identification and appropriate practice for preschool and primary‐age gifted children. Suggestions are offered for implementation.

Action Research and Practical Inquiry Teaching Gifted English Learners

Teachers of the gifted in a highly diverse urban district frequently request information on methods for working with English learners. To meet this need, 12 teachers of the gifted who serve English learners participated in focus groups designed to glean practitioner knowledge concerning effective approaches. Participating teachers characterized gifted English learners as enthusiastic, high-level thinkers who have difficulty expressing their ideas in English. They recommended strategies consistent with identified needs and with the literature on best practices for the general population of English learners. Their examples show deft synthesis of challenge appropriate for gifted learners and research-based strategies for English learners.