SPECIAL POPULATION OF
GIFTED LEARNERS: GIFTED
HISPANIC
By: Margaret Garrett, Alicia Payne, and Chris Rhinehart
HISPANIC GIFTED STUDENTS
INTRODUCTION

For over 25 years, blame has been extended to gifted programs for
favoring children from advantaged backgrounds. Minority groups or
gifted learners are highly underrepresented in gifted programs in the
United States. Statistics report that this underrepresentation may
vary for 30% to 70%. The average is common at around 50%. (Ford &
Thomas, 1997). Gifted students exist in all levels of society, every
culture, and every ethnic group (Frasier, Garcia, Passow, 1995). In
order to include underrepresented minority groups in gifted
programs, it is mandatory to establish “equal footing” for all students
no matter what their race, culture, or socioeconomic status is
(http//blogs.scientificamerican.com/streams-ofconsciousness/2012/11/02/where-are-the-gifted-minorities/).
CHARACTERISTICS OF GIFTED HISPANIC STUDENTS
Characteristics which are often observed in gifted Hispanic American children are:
-These students learn English language skill quickly.
-Gifted Hispanic students have strong leadership qualities.
-These students interact will with older students and easily converse with adults.
-They are risk-takers and enjoy a sense of drama
-Gifted Hispanic children have an easy time being “busy” and entertained.
They are able to exhibit ingenious ways to play with simple toys.
-These children easily and readily accept responsibilities. These qualities are seen
in behaviors which would normally be evidenced in older children. These responsibilities
include taking care of younger siblings and haling brothers and sisters with homework.
-Gifted Hispanic students may be characterized as “street wise” with the “know-how” to
survive in the Anglo society (Castellano, 1998).
CONTINUED- CHARACTERISTICS
Characteristics of Gifted Hispanic children may also include gender issues:
-There has been a rise in the number of acceptances of Hispanic
girls in gifted programs.
- Hispanic females have shown educational increases over
Hispanic males.
- Trends show Hispanic females experiencing more achievements
in education than Hispanic males.
- Hispanic females have shown more participation at higher
educational levels than their male counterparts.
- The trend shows the underrepresentation of even Hispanic females
only 1% participation in graduate programs (Castallano, 1998).
is
DISCRIMINATION - TESTING

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It is imperative that local school systems maintain systematic processes for identifying and
serving the gifted and talented, especially for the increasing umbers of culturally and linguistically
diverse students which are entering our nations educational systems (Castellano, 1998).
Underrepresentation of minority gifted students is usually blamed on biases in standardized tests
which are based on test content and test format, cultural performance differences, and uses of
test results (Frasier, Garcia, Passow, 1996).
Many believe that standardized tests are discriminatory against people “whose linguistic and
perceptual orientation, cognitive style, learning and response styles, economic status, and cultural
or social background differed from the dominant norm group – white, middle class, native Englishspeaking populations” (Frasier, Garcia, Passow, 1996, p. 8).
Most procedures in place for the purpose of identifying gifted students have been made for use
with native English speaking, middle class children. Most of these students live in poverty and lack
educational advantages than other students. They tend to score lower or poor scores on
standardized tests. This exemplifies bias (Sevier, 2014).
All gifted students have cognitive, affective, and social characteristics that make them different
from non-gifted students, however, within and between different linguistic and cultural groups are
different expectations – culturally and socially (Cohen, 1988).
CONTINUED – DISCRIMINATION


Referrals to gifted programs are often seen as discriminatory against Hispanic gifted students.
These minority students are often overlooked during the first step towards nomination, the referral
process.
 Reasons for this discriminatory action are often because of teacher attitudes toward these
minority students and because of the types of schools these children are attending.
 Other students ad educators tend to have low expectations for culturally and linguistically
diverse students.
 Low expectations tend to lead to minority students being overlooked.
 “The practice of considering all disadvantaged children to be equally and negatively affected
by their environments and language differences causes them to be overlooked” (Grasier,
Garcia, Passow, 1995, p.9).
 Teacher inabilities to be able to recognize gifted behaviors in the students, fewer referrals to
the gifted programs are made (Grassier, Garcia, Passow, 1995).
 Every gifted student is just as distinct from each other as each one is from other children.
Identification of these students must be early and support need to be provided for the
development of their gifts of strength (in personal domains). This should consist of multiple
assessments. Training for teachers and parents must be provided and decisions based on a
broad system of evaluations should be used to give equal footing to all students (Johnsen,
2009).
CONTINUED - DISCRIMINATION

Parents also present a problem for these students resulting in
underrepresentation in gifted programs.

This underrepresentation is because often parents of Hispanic students lack an
understanding of gifted programs.

These parents are often do not understand these programs because of a lack of
contact with gifted organizations or programs.
CONTINUED - DISCRIMINATION

Deficit-Based paradigms is another reason for
underrepresentation of Hispanic children in gifted programs.
 This
means that minority students have been seen through their
deficiencies not their strengths (Frasier, Garcia, Passow, 1995).
CULTURE AND ENVIRONMENT
“One of the best things you can do for these (Hispanic gifted)
children is to let them know that your realize they are smart and
that you value them in your classroom” (Abellan-Pagnani & Hebert,
2013).
 Elementary teachers of Hispanic gifted students are faced with
a great challenge to help these students.
 These

students need to feel their culture and background are honored.
Students need to be socially and emotionally supported.
CONTINUED – CULTURE AND ENVIRONMENT
Projections show a need for drastic changes for these students.
Hispanics are now the largest, fastest growing and youngest minority group in our country.
 Within 20 years, one-fourth of the country’s school children will be Hispanic.
Facts fostering a need for adjustments:
- These students are more likely to live in environments of
poverty.
- They are less likely to graduate high school having the largest
drop-out rate of al racial ethnic groups.
- Hispanics are an extremely diverse group tracing backgrounds to 22 different Spanish
speaking countries.
- Even though many aspects of these diverse Hispanic groups may be common, many
aspects of these groups makes it difficult to make generalizations from one
group to
another group (Abellan-Pagnani & Hebert, 2013).

CONTINUED – CULTURE AND ENVIRONMENT
Differences between these diverse Hispanic cultures:

These differences may be due to their interactions with their families, their original culture,
and the American culture.
Central to the well-being of Hispanic children include:

being bilingual, bicultural, maintaining the importance of family, a strong need for adult
relationships that are supportive, and the need for a sense of belonging in the school
environment.
 Not all, but most Hispanic students are bilingual and their self-esteem and academic
achievement are boosted through the encouragement to use their native language.
 Important too is the maintenance of their home language for their development socially and
emotionally. This adds to their resiliency.
 Just as with maintaining their original language, Hispanic students should be bicultural,
learning the new culture, while holding on to their native culture (Abellan-Pagnani & Hebert,
2013).
 For the gifted minority language student, it is particularly crucial to develop a strong link
between school and home (Cohen, 1990).
CONTINUED- CULTURE AND ENVIRONMENT
Positive cultural images and the understanding of the cultural practices go
hand-in-hand with positive self-esteem.
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
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
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In Hispanic communities, family is first and foremost.
Hispanic students’ social and emotional development depend on strong, family
involvement.
Family serves Hispanic children as protection.
Family is key to Hispanic children with family members being their best friends.
Family is important to Hispanic children as motivation.
Family pride is important to these children.
The feeling of being appreciated helps these children be more successful.
Immigrant students who easily adapted to a new school environment develop
stronger emotionally and socially.
The ability to express, without discomfort, cultural values and opportunities to
interact at school with adults who value their culture enable Hispanic student feel
they belong (Abellan-Pagnani & Hebert, 2013).
CONTINUED – CULTURE AND ENVIRONMENT

Gifted cultural characteristics of Hispanics many appear different
from traditional characteristics of gifted students in the majority
culture.
Puerto Rican children look to their parents for advice in situations rather
than acting independently.
 Hispanic students are often seen as disrespectful when in reality they desire
to show respect for their elders. This is often the opposite precocious
behavior of the majority population.
 Behaviors of Mexican-American children who strive to show respect for their
elders, the law, as well as for any type of authority may become very
vulnerable in a school where individual competition, initiative, and selfdirection may be valued (Cohen, 1990).

COGNITIVE CHARACTERISTICS

Recent studies have stated that the development of a second language has positive effects on one’s
cognitive skills.

Bilingual speakers have two linguistic systems to use in sharing their thoughts. Switching and
transferring are two cognitive mechanisms which are developed in bilingual students (Kloosterman,
1997).
 An effective indicator of giftedness among Hispanic children is code switching. Students are able to
switch from one language to another in a conversation. The ability of code switching is also an indicator
of greater cognitive skills as well as development of students with social flexibility. Students who are
allowed to maintain their native language have better cognitive development (Abellan-Pagnani & Hebert,
2013).
 Transferring is the cognitive mechanism where students may transfer information from one language to
another (Kloosterman, 1997).
 There is little information and many misconceptions of learning and cognitive styles’ preferences with
these students. Culture may have an effect on cognitive abilities of these students as many in the
Hispanic culture have been taught to value listening and learning and encouraged to thinking before
speaking. This may appear to be a sign of slowness which in reality is behavior the student sees as
correct behavior (Kloosterman, 1997).
AFFECTIVE CHARACTERISTICS OF HISPANIC LEARNERS
Positive cultural images and the understanding of the cultural practices go hand-in-hand with
positive self-esteem.









In Hispanic communities, family is first and foremost.
Hispanic students’ social and emotional development depend on strong, family involvement.
Family serves Hispanic children as protection.
Family is key to Hispanic children with family members being their best friends.
Family is important to Hispanic children as motivation.
Family pride is important to these children.
The feeling of being appreciated helps these children be more successful.
Immigrant students who easily adapted to a new school environment develop stronger emotionally
and socially.
The ability to express, without discomfort, cultural values and opportunities to interact at school
with adults who value their culture enable Hispanic student feel they belong (Abellan-Pagnani &
Hebert, 2013).
SIMILARITIES AND DIFFERENCES OF UNDERACHIEVING GIFTED
AS COMPARED TO THE GENERAL POPULATION

Characteristics of a Gifted
Achiever
 Motivation
 Intense
unusual interest
 Highly expressive
communication skill
 Effective problem solving ability
 Excellent memory
 Inquiry
(curiosity)
 Quick grasp of insight
 Uses logic and reasoning
 Imagination or creativity
 Able to convey and pick up
humor.
(Wellisch & Brown, 2013)
SIMILARITIES AND DIFFERENCES OF UNDERACHIEVING GIFTED
AS COMPARED TO THE GENERAL POPULATION

Characteristics of a Hispanic Gifted Achiever

These students learn English language skill quickly.
-Gifted Hispanic students have strong leadership qualities.
-These students interact will with older students and easily converse with adults.
-They are risk-takers and enjoy a sense of drama
-Gifted Hispanic children have an easy time being “busy” and entertained.
They are able to exhibit ingenious ways to play with simple toys.
-These children easily and readily accept responsibilities. These qualities are seen
in behaviors which would normally be evidenced in older children. These
responsibilities include taking care of younger siblings and haling brothers and
sisters with homework.
-Gifted Hispanic students may be characterized as “street wise” with the “knowhow” to survive in the Anglo society (Castellano, 1998).
DEVELOPMENTAL MILESTONES
The cultural diversity of Hispanic students in the early years in often
shown through play. Developmental milestones are reflected
differently in various cultures. Hispanics of Mexican descent show
their development milestones through play by:
 Action and rhythmicity
 Children pretend about household responsibilities
 Their play shows the importance of respect
 The value education by pretending about homework, school, and
going to the library
(www.learnnc.org.lp/editions/brdglangbarriers/1997).

SOURCES
Abellan-Pagnani, L. & Hegert, T. (2013). Using picture books to
guide and inspire young gifted Hispanic students. Gifted Child
Today, 36(1), 47-56.
Castellano, J. (1998). Identifying and assessing gifted and
talented bilingual Hispanic gifted students. Davidson Institute
for Talent Development. (ED-99-CO-0026)
Cohen, L. (1988). Meeting the needs of gifted and talented minority language students’ Issues and
practices. National Clearinghouse for Bilingual Education, 8, 1-4.
Cohen, L. (1990). Meeting the needs of gifted and talented minority language students. ERIC #D480 [Eric
Document Reproduction Service No. ED 321485.
Frasier, M., Garcia, J., & Passow, H. (1995). A review of assessment issues in gifted education and their
implications for identifying gifted minority students. The National Research Center on the Gifted
Talented.
http://blogs. Scientific american. Com/streams-of-consciousness/2012/11/02/where-are-the-giftedminorities/
Johnsen, S. (2009). Practices for identifying gifted students” No single test can capture a gifted student’s
dynamic abilities. Principal, 8-14.
and
CONTINUED - SOURCES
Kloosterman, V. (1997). Building a bridge: A combined effort
between gifted and bilingual education. The National
Research Center on the Gifted and Talented Newsletter.
Sevier, J. (2014). Peabody professor urges attracting and retaining
gifted student from different cultures. Ideas in Action.
Wellisch, M. & Brown, J. (2013). Many faces of a gifted personality:
Characteristics along acomplex gifted spectrum. Talent
Development & Excellence, 5(2) 43-58.
www.learnnc.org/1p/editions/brdglangbarriers/1997