Ethical Considerations for
Gifted Assessment and
Identification of Children who
are Culturally and Linguistically
Diverse
Nanda Mitra-Itle
1
Essential Questions
What is the problem?
What are the ethical considerations?
What factors comprise the problem?
What are the solutions?
What is the role of school
psychologists?
2
What is the Problem?
3
The Problem
The percentage of students of diversity in
gifted programs is not proportional to
their percentage of representation in the
school. Consequently-underrepresentation in gifted programs.
Ethical violations in daily practice of
educators that has perpetuated this
problem.
4
The Problem: Show me
the numbers
Percentage in population
(Ford & Whiting, 2007) (Pierce et al, 2007)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
90%
78%
57%
44%
1972
2004
high level
22%
10%
Diverse
European
American
5
The Problem: Show me
the numbers
(US Dept of Educ, 2004)
Percentage enrolled
Region III States Gifted Program Enrollment
(Delaware, District of Columbia, Maryland,
Pennsylvania, Virginia, West Virginia)
60%
50%
40%
30%
20%
10%
0%
49%
55%
Enrolled
Gifted
14%
6%
African A
2% 1%
Hispanic
European
American
6
The Problem: Show me
the numbers
(US Dept of Educ, 2004)
Percentage enrolled
Gifted Demographics for PA
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
87%
79%
Enrolled
Gifted
14%
8%
African A
4% 2%
Hispanic
European
American
7
The Problem: Show me
the numbers
(US Dept of Educ, 2004)
Percentage graduated
Graduation Rate Demographics for PA
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
81%
46%
African A
41%
Hispanic
European
American
8
The Problem: Show me
the numbers
(Rose, 2001)
Graduation Rate Comparison
Percentage graduated
120%
100%
80%
60%
99%
77%
79%
Gifted
Droped
Gen ed
40%
20%
0%
9
What are the ethical
considerations?
10
What does Ethics have to do
with it?
(NASP Code of Ethics) (Jacob-Trimm & Harshorne, 1994)
“Formal principals that guide
conduct of a professional school
psychologist.”
Mandates school psychologists to
protect the rights and welfare of the
student while promoting
improvement in the quality of their
lives.
11
What does Ethics have to do
with it cont…
(NASP Code of Ethics) (Jacob-Trimm & Harshorne, 1994)
Based on assumptions that we will
act as advocates for our
students/client and at the least, do no
harm.
Welfare of psychological patrons
and maintaining public trust
12
Ethical Considerations
(NASP Code of Ethics) (Jacob-
Trimm & Harshorne, 1994)
Professionals Competence
Professional Relationships and
Responsibilities to client
Client Advocacy
Responsibilities in
assessment/intervention
School based research/evaluation
13
Professional Competence
(Jacob-Trimm &
Harshorne, 1994)
Being acquainted with ones own
limitations and strengths in training and
experience and engaging in activities
consistent with ones competencies.
Upon recognition of limitations, one
should seek out continuing professional
development and remain progressive in
research, training, professional practice.
14
Professional Relationships and
Responsibilities to client
(Jacob-Trimm & Harshorne, 1994)
Practice to encourage improvement
in the quality of life for client while
maintaining sensitivity to mental,
emotional, political, economic,
social, racial, ethnic, etc
characteristics.
Resolve conflicting interests in a
method that protects rights of all
individuals involved.
15
Client Advocacy
(Jacob-Trimm & Harshorne, 1994)
Concerns for protecting the rights and
welfare of students is communicated to
school administration and staff and is the
top priority in determining services.
When acting as advocates school
psychologists must take into account
rights of each individual involved and the
duties of the school personnel.
16
Responsibilities in
assessment/intervention
(Jacob-Trimm et al, 1994)
Obligation to understand the nuances of
assessment/intervention and maintain
dignity/integrity of clients while acting as
advocates for their welfare.
Must be conversant in various variables
involved in place of employment and
establish clear roles
Promote change in work place/society
17
that will benefit client/community
School based
research/evaluation
(Jacob-Trimm et al, 1994)
Take responsibility for all facets of
their research from topic to
reporting.
Communicate findings in a manner
that is easily understood by
audience.
18
What factors comprise the
problem?
19
Factors to ponder
Definitional disagreements of intelligence
Statistical disparities in school
population (staff vs. students).
Conflicts of cultural values/behaviors
Break between Research and Practice
20
Definitional disagreements
of intelligence
(Plucker, 2001); NAGC, 2007 p. 2)
Spearman-Two factor theory and “g”
Thurstone-7 Primary Mental abilities
Cattell-Fluid vs. Crystallized
Guildford-Divergent thinking and
Structure of the Intellect Model
Gardner-Multiple Intelligence
Sternberg-Triarchic Theory
21
Definitional disagreements
of giftedness
(NAGC, 2007 p. 2)
Gagne-uses untrained/spontaneous natural
ability in at least one domain that’s in top 10%
for his/her age.
Renzulli-interaction among AA general and/or
specific abilities, high levels of task
commitment and high levels of creativity.
Sternberg & Wagner- mental management of
life in a constructive, purposeful way using
adaptation to ones environment, selection of
new environment and shaping of an
environment
22
Definitional disagreements
of giftedness by
state/political
PA-A child with an outstanding
intellectual or creative ability that
requires specially designed programs
and/or support services not
ordinarily provided in the regular
education program
MA-no gifted definition
(22 Pa. Code16.1)
(NAGC, 2007 p. 2)
23
Definitional disagreements
of giftedness by
state/political cont..
…Identified by professionally qualified persons
who by virtue of outstanding abilities are
capable of high performance
(Former U.S. commissioner of Education Sidney
Marland) (NAGC, 2007 p. 2)
Outstanding talent perform/shows potential for
performing at remarkably high levels when
compared to same age, experience,
envir…exhibit high performance in intellect,
creative, artistic..
Gubbins, 2005)
24
Definitional disagreements
of giftedness by culture
(Sternberg, 2007)
Taiwanese Chinese-add inter/intra personal
skills.
Africa-emphasize on skills that maintain
harmony of intergroup relations
Chewa in Zamiba-emphasize social
responsibilities, cooperativeness and obedience
Zimbabwe-word intelligence means
prudent/cautious
25
Statistical disparities in
school population
(National Center for Education and Statistics, 2004)
Percent represented in Public schools
Teacher vs. Student ethnic comparison
100%
83%
80%
61%
60%
40%
40%
Cau Teac
Min. st
Cau st
20%
0%
Demographics
26
Statistical disparities in
school population
(National Center for Education and Statistics, 2004)
Percentage represented
Teacher vs Student ethnic comparison
70%
61%
60%
50%
40%
40%
30%
20%
10%
17%
Min Teac
Min. st
Cau st
0%
Demographic
27
Statistical disparities in
school population
(Lopez)
NASP School Psychologist vs. Student
comparisons
Percentage
represented
100%
91%
80%
61%
60%
40%
40%
Cauc Psych
Min St
Cauc st
20%
0%
Demographic
28
Implications of this
population disparity
Most districts rely on educator referrals
before formally assessing for gifted
program
Educators who make referrals find it
difficult to determine minority student’s
potential since they are of a different
ethnic group.
(McBee, 2006)
(Matthews & Matthews, 2006)
Deficit Thinking-having negative and
stereotypic views about students who are
culturally diverse
(Ford et al, 2003)
29
Implications of this
population disparity cont…
In fact, a study concluded that
teacher referral was a poor manner
for gifted screening.
(Matthews & Matthews, 2006)
A study found that teacher judgment was
only 27% efficient in identifying gifted
students.
A study found that teachers rated
Hispanic students lower.
(McBee, 2006)
(McBee, 2006)
30
Implications of this
population disparity cont…
A study found that 2nd grade teachers were still
hesitant, in some cases, to refer even after they
had all answer correct on a CBM.
A study found that teachers in Alaska thought
Eskimo children to not be as bright
(Pierce et al,, 2006)
(Sternberg, 2007)
Few teachers exposed to a multicultural
curriculum or have experience with students of
diversity in their training so they are ignorant
of cultural nuances regarding learning styles,
communication patterns, behavioral
approaches, etc
Sternberg, 2007)
31
Conflicts of cultural
values/behaviors
“The body is the hardware and
culture is the software.”
Manifestations of giftedness reflect
the interaction of culture, language,
world-view, conceptual style, values,
personality
(Ford et al, 2005)
(Harris et al, 1991)
32
Conflicts of cultural
values/behaviors
(Knutson et al, 2005)
Native Americans
 Interdependence
 Community
 Slower/delayed
responses
 Nonverbal
communication/direct
verbal comm.
 Present orientation
 Participate after
observation
European Americans
 Independence
 Competition
 Faster/immediate
responses
 Verbal
Communication/indirect
verbal comm
 Future orientation
 Initiative
33
Conflicts of cultural
values/behaviors
(Knutson et al, 2005)
Keresan Pueblo
Giftedness-global
quality that shows by
contributing to
society
Inter-relationships
cooperation
European Americans
Giftedness-Superior
abilities
Competition
Self-promotion
34
Conflicts of cultural
values/behaviors
(Cohen, p2)(Sue & Sue, 2003)
Hispanic Americans
 Work together with
family to solve problem
 Speak after spoken to
 Collateral (extended
family)
 Obedience to authority
 Harmony with nature
 Direct verbal comm.
European Americans
 Competition, selfdirection,
 Initiative in speaking
first
 Individual (nuclear
family-bio necessity)
 Independence and
questions
 Subjection of Nature
 Indirect verbal comm.
35
Conflicts of cultural
values/behaviors
(Sue & Sue, 2003)
African Americans
Present orientation
Collateral (extended
family)
Collective
orientation
Harmony with nature
European Americans
Future orientation
Individual (nuclear
family-bio necessity)
Individualistic
orientation
Master of nature
36
Other Conflicts Involved
(Morris, 2002)
Some schools African Americans experience
second-generation discrimination
In order to succeed may African Americans feel
pressure to acculturate into European culture
instead maintaining both.
Self sabotage success b/c friends not in gifted
program.
Language minority students are disadvantaged
b/c of background.
37
Break between Research and
Practice
(Cohen p2)
Divergence in intellectual assessment
practices
 Practice often reflects misconceptions,
budget, habit, etc instead of research
based theories.
Cognitive expression often tempered by
context
Minorities do better on performance
based assessments
(Cohen p2)
(Sternberg, 2007).
(Ascher, 1990)
38
Break between Research and
Practice cont…
Identification process varies even within
the same district.
Identification often consists of only a
standardized test or weights it heavily.
Context and SES affect expression of
intelligence.
(Sternberg, 2007)
39
What are the solutions?
40
Solutions to Consider
Adopting a pluralistic perspective
(Harris
et al, 1991)
Educating all staff members and
seeking professional development on
diversity issues related to gifted
identification
(Romero, 1994)
Using a multiple-criteria method
41
Adopting a pluralistic
perspective
(Harris et al, 1991)
Means assimilating the definitional
disagreements into one cohesive perspective
that uses a multimodal/multidimensional view
that accounts for the variability in gifted
expression.
This allows for definition based on strengths
and research instead of relative to European
American middle class students.
Allows for more flexibility
This perspective forces us to see both the
individual and environmental factors of each
student.
42
Adopting a pluralistic
perspective- Example
(Romero, 1994)
Characteristics of
giftedness
 Breath of information
 Strong Memory
 High Verbal Proficiency
 High Abstract thinking
 Creativity
 Diverse interests,
abilities
Cultural Expression in
Keresan People
 Geographic knowledge
about environment,
cultural history,
storytelling
 Remembering songs,
speeches, traditions,
legends
 Native speech, song
composition, etc
43
Educating all staff
members and ourselves
(Romero, 1994)
Educating staff members/yourself so they/you
are sensitive to a variety of gifted
characteristics related to culture, race, etc
School staff members should encourage
attitudes, practices and polices in school
consistent with a multicultural classroom.
All students profit from an integrated culturally
responsive setting not just diverse learners.
Attend minority events and collaborate with
diverse communities(Grantham et al--)
44
Being Supportive
Encourage students to balance b/w both
cultures via education and sensitivity
(Romero,
1994)
Acknowledge value of being competent in
both cultures
Understand nature and needs of diverse
learners in your school
(Romero,
1994)
(Romero,
1994)
Clarify educational goals and practices
Romero, 1994)
Re-examine educational paradigms
(Grantham et
al--)
45
Being Supportive cont….
Encourage diverse learners and their
families to collaborate with their school
in educating staff members about cultural
considerations.
Encourage parents to advocate for their
right and for a multicultural curricula
and policy
Encourage diverse learner’s parents to
volunteer
(Daniels, 1998)
(Daniels, 1998)
46
Being Supportive cont….
Encourage communication b/w home and
school regarding diverse issues
Let parents know of the gifted program
(Grantham
et al--)
47
Using a multiple-criteria
method
(Flanagan et al,--)
Student interview
Permanent products
GATES (Gifted and Talented Evaluation
Scales)
Sociometric questionnaire
Parent Interview
Teacher interview
Observations
Performance based assessments
48
Using a multiple-criteria
method
(Thomas & Grimes, 2002)
Cognitive Assessments
CHC cross battery approach
Dynamic assessment (pretestintervention-posttest for acquisition of
skills)
DISCOVER (Discovering Intellectual
Strengths and Capabilities through
Observation while allowing for Varied
Ethnic Responses)
Project CLUE (Clustering Learners
Unlocks Equity)
(Lidz & Macrine, 2001)
(Sarouphim, 2004)
(Pierce et al, 2007)
49
Before using a cognitive
assessment remember…
Administration of intelligence tests in
English are appropriate when used with
students who are English dominant
Bilingual-Assessment should measure
task performance across two languages
(Bainter et al, 2003)
(Ascher, 1990)
Minorities perform better on
performance based assessment than on
standardized assessments.
(Sarouphim, 2004)
50
Before using a cognitive
assessment remember…
Scientific theory in test development
is mitigated by cultural values,
societal beliefs, sociopolitical
climate
Lack of support for profile analysis
(Thomas & Grimes, 2002)
(Thomas & Grimes, 2002)
Cognition and language are so
interrelated that it can be difficult to
distinguish the two
(Thomas & Grimes, 2002)
51
Before using a cognitive
assessment remember…
Cognition is a continuum with abilities
related to formal education and learning
on one end and less related to formal
education on the other end
. (Thomas & Grimes, 2002)
Decision to use an assessment should be
based on purpose, case history,
psychometrics, etc.
Always present test scores in ranges
(Thomas & Grimes, 2002)
(Thomas &
Grimes, 2002)
52
Cognitive Assessments
Kauffman Assessment Battery for
Children (K-ABC) Mental Processing
Composite
Naglieri Nonverbal Ability Test
(NNAT/DA)
Raven’s progressive Matrix
System of Multicultural Pluralistic
Assessment (SOMPA)
Cattell Culture-Fair Intelligence Series
(Lidz et al, 2001)
(Lidz et al, 2001)
(Castellano, 1998))
(Harris et l, 1991)
(Harris
et l, 1991)
Guldford Structure of Intellect Test
(Harris et l, 1991)
53
Cognitive Assessments
(Tomas et al, 1995)
Escla de Inteligencia Wechsler para
Ninos-R (WISC-1982)
Differential Ability Scales for Children5th Ed.
Test of Non-Verbal Intelligence2 (TONI)
Language Assessment Scales-OralSpanish and English.
54
What is the role of school
psychologists?
55
What is the role of school
psychologists?
(Thomas & Grimes, 1995 p.1084)
Consultation with teachers, parents,
administrations, etc to assistant with
identification and interpretation of gifted
Advocating for Best Practice using
research.
Using effective models of systematic
problem solving
Productive member of the gifted
identification team
56
What is the role of school
psychologists?
(Thomas & Grimes, 1995 p.342)
Help teachers and administers to reframe
their own perspectives and biases.
Understand relationships b/w culture,
ethnicity, SES and acculturation.
57
References








Ascher, C. (1990). Assessing bilingual students for placement and instruction (Report No. 65)
New York, NY: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction
Services ED322273).
Bainter, T.R., & Tollefson, N. (2003). Intellectual assessment of language minority students:
what do school psychologists believe are acceptable practices. Psychology in the Schools, 40(6),
599-603.
Cantu, L. (1998) Intercultural Development Center.
http://www.idra.org/IDRA_Newsletter/June_-_July_1998_Gifted_and_Talented_Students…
Castellano, J.A. (1998). Identifying and assessing gifted and talented bilingual hispanic
students. Davidson Institute for Talent Development. http://www.gtcybersource.org/ArticlePrintable.aspx?rid=14056
Cohen, L.M (1990). Meeting the needs of gifted and talented minority language learnersNew
York, NY: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Services
ED321485).
http://www.kidsource.com/kidsource/content/gifted_and_minority_lang.html.
Daniels, V.I. (1998). Minority students in gifted and special education prorams: a case for
educational equity. The Journal of Special Education, 32(1), 41-43.
Education Commission of the States. State Gifted and Talented Definitions 2004.
http://www.ecs.org/clearinghouse.
 Fagan, T.K,, & Wise, P.S. (2000). School Psychology: Past, Present and Future.
Bethesda, MD: NASP publications.
 Ford, D.Y., & Gilman, W.W. (2007). Another perspective on cultural competence:
preparing students for an increasingly diverse society. Gifted Child Today, 30(2),
52-55.
 Ford, D.Y., & Grantham, T.C. (2003). Providing access for culturally diverse gifted
students: from deficit to dynamic thinking.Theory into Practice, 42(3), 217-225.
58
References cont…
 Ford, D.Y., Moore, J.L III., & Milner, H.R. (2005). Beyond culturalblindness: a
model of culture with implications for gifted education. The Roeper School.
http://www.accessmylibrary.com
 Grantham, T.C., Frasier, M.M., Roberts, A.C., & Bridges, E.M.(2005). Parent
advocacy for culturally diverse gifted students. Theory into Practice, 44(2) 138-147
 Gubbins, E.J. (2005). Snapshot of intelligence. National Research Center on the
Gifted and Talented.
http://www.gifted.uconn.edu/nrcgt/newsletter/winter05/wintero51.html
 Harris, J.J., & Ford, D.Y. (1991). Identifying and Nurturing the Promise of


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Gifted Black American Children. Journal of Negro Education 60(1), 3-18.
Jacob-Trimm, S., & Hartshorne, T. (1994). Ethics and Law for School
Psychologists. Brandon, VT: Clinical Psychology Publishing Co., Inc.
Knutson, K.A., & McCarthy-Tucker, S.N. (1993). Gifted education for native
american students, a state of affairs. Arizona State University Roundtable
Presentation: Atlanta, GA: American Educational Research Association.
Lidz, C.S., & Macrine, S.A. (2001). An alternative approach to the identification of
gifted culturally and linguistically diverse learners. School Psychology
International, 22(1) 74-96.
Lohman, D. The Role of Nonverbal Ability Tests in Identifying Academically
Gifted Students.http://faculty.education.uiowa.edu/dolman
Lopez. E.C. Practicing the Three C’s cross-cultural competence in school
psychological services. www.nasponline.org/resources/culturalcompetence
59
References cont…
 Matthews, P.H., & Matthews, M.S. (2004). Heritage language instruction and
giftedness in language minority students: pathways toward success. Journal of
Secondary Gifted Education, 15(2), 50-55.
 McBee, M.T. (2006). A descriptive analysis of referral sources for gifted
identification screening by race and socioeconomic status. The Journal of
Secondary Gifted Education, 17(2), 103-111.
 Morris, J.E. (2002). African american students and gifted education: the politics of
race and culture. Roeper Review, 24(2), 59-62.
 National Association for Gifted Children. What is Gifted?
http://www.nagc.org/index.aspx?id=574
 National Center for Education and Statistics. http://nces.edu.gov/pubsearch
 Pierce, R.L., Adams, C.M., Speirs, K .L., Casseady, J.C., Dixon, F.A., &
Cross, T.L. (2007). Development of an identification procedure for a large urban
school corporation: identifying culturally diverse and academically gifted
elementary students. Roeper Review, 29(2), 113-118.
 Plucker, J. (2001). Intelligence theory and gifted education. Roeper Review,
 Romero, M.E. (1994). Identifying giftedness among keresa pueblo indian, the keres
study. Journal of American Indian Education, 34(1).
http://jaie.asu.edu/v34/V34Slide.htm.
 Rose, E.A. (2001). A longitudinal study of the course of academic achievement of
urban and minority gifted and general eduation students. Seattle,WA: Paper
presented at the 82nd annual meeting of the American educational research
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60
References cont…
 Sarouphim, K.M. (2004). DISCOVER in middle school: identifying gifted
minority students. Journal of Secondary Gifted Education, 15(2), 61-69.
 Sternberg, R.J. (2007). Cultural concepts of giftedness. Roeper Review,
29(3), 160-165.
 Sue, D. W., & Sue, D. (2003).Counseling the Culturally Diverse Theory
and Practice 4th Edition. New York: Wiley & Sons, inc.
 Thomas, A & Grimes, T, (1995). Best Practices in School Psychology III.
Washington, DC: NASP Publications.
 Thomas, A & Grimes, T, (2002). Best Practices in School Psychology IV.
Washington, DC: NASP Publications.
 U.S. Department of Education. Office for Civil Rights. The MidAtlantic Equity Center. http://www.nswagtc.org
61
Good Bye and Thanks for your
patience.
62