Who are underrepresented learners and why should we care about Excellence Gaps?
It seems that underrepresented learners do not differ much from general education to
gifted and talented education. Hardesty, McWilliams & Plucker state that, “Recent research
provides evidence that these differential achievement effects are due to debilitating contextual
factors such as poverty, negative peer pressure and discrimination” (p. 1). These are challenges
that a variety of students face in all walks of education. It seems that components such as race,
income, and even gender all contribute to the statistics for underrepresented learners.
gifted and talented education. Hardesty, McWilliams & Plucker state that, “Recent research
provides evidence that these differential achievement effects are due to debilitating contextual
factors such as poverty, negative peer pressure and discrimination” (p. 1). These are challenges
that a variety of students face in all walks of education. It seems that components such as race,
income, and even gender all contribute to the statistics for underrepresented learners.
The most obvious response to why we should care to me, is that of the need for educators
to strive to meet the needs of each and every one of their students. Providing the highest
possible quality education to all individuals no matter their income, gender or race.
Hardesty, McWilliams and Plucker address some more specific concerns and help to
support their claims with data and evidence if this statement alone does not resonate
with you as well as me.
to strive to meet the needs of each and every one of their students. Providing the highest
possible quality education to all individuals no matter their income, gender or race.
Hardesty, McWilliams and Plucker address some more specific concerns and help to
support their claims with data and evidence if this statement alone does not resonate
with you as well as me.
One alarming point that they make early on is not only that, “There is considerable
agreement in the empirical literature that not only do excellence gaps exists, but also that
they are expanding” (p. 1). It is quite concerning that is has been concluded that the gaps
are expanding. This to me shows that there is not being enough done to help identify and
support the diverse students in the gifted programs around our country. It is known that
factors such as resources are oftentimes unevenly dispersed among schools of different
incomes around the country, however I do not think that this correlation has yet to be made
known in regards to the future impacts this can have on diverse gifted students. Hardesty,
McWilliams & Plucker state that, “...only 56% of first grade students from low income
families maintain that level through fifth grade, compared to 69% of students from higher
income backgrounds” (p. 3). That referring to high achieving status. This relates back to
more than a simple lack of resources, but also a lack of a variety of learning opportunities
and intellectual modeling at home.
agreement in the empirical literature that not only do excellence gaps exists, but also that
they are expanding” (p. 1). It is quite concerning that is has been concluded that the gaps
are expanding. This to me shows that there is not being enough done to help identify and
support the diverse students in the gifted programs around our country. It is known that
factors such as resources are oftentimes unevenly dispersed among schools of different
incomes around the country, however I do not think that this correlation has yet to be made
known in regards to the future impacts this can have on diverse gifted students. Hardesty,
McWilliams & Plucker state that, “...only 56% of first grade students from low income
families maintain that level through fifth grade, compared to 69% of students from higher
income backgrounds” (p. 3). That referring to high achieving status. This relates back to
more than a simple lack of resources, but also a lack of a variety of learning opportunities
and intellectual modeling at home.
This is quite concerning as we continue to view research that moves further along in the
educational journey to that of higher education. It seems that this correlation pushes on to
the statistics in regards to collegiate institutions, “Hill and Wilson also question the scarcity
of high ability and low income students in higher education, noting that only 10% of students
in the 28 most selective institutions of higher learning come from the bottom 40% of family
wealth distribution. We as educators should not only be concerned for the quality of
education these students are being provided in our class, but also for how this may impact
their future learning opportunities.
educational journey to that of higher education. It seems that this correlation pushes on to
the statistics in regards to collegiate institutions, “Hill and Wilson also question the scarcity
of high ability and low income students in higher education, noting that only 10% of students
in the 28 most selective institutions of higher learning come from the bottom 40% of family
wealth distribution. We as educators should not only be concerned for the quality of
education these students are being provided in our class, but also for how this may impact
their future learning opportunities.
A new excellence gap was addressed in the article relating to access to and support for
learning with new media technologies. This excellence gap can be related back to the poor
distribution of resources mentioned previously. It seems that in today’s world with the
prevalence of technology underrepresented students are also falling behind in skills related
to media.
learning with new media technologies. This excellence gap can be related back to the poor
distribution of resources mentioned previously. It seems that in today’s world with the
prevalence of technology underrepresented students are also falling behind in skills related
to media.
I was specifically surprised to note the statistics regarding women. The authors explained
that, “We further found that female, poorer, and less educated users were likely to use the
internet for fewer purposes overall then were male, wealthier, and more educated users” (p. 6).
It is unfortunate to me that these gaps exist. As teachers we have the ability to work and strive
to close them. This is ultimately why we should care.
that, “We further found that female, poorer, and less educated users were likely to use the
internet for fewer purposes overall then were male, wealthier, and more educated users” (p. 6).
It is unfortunate to me that these gaps exist. As teachers we have the ability to work and strive
to close them. This is ultimately why we should care.
David Lohman’s article offers additional information and perspective to our question by
looking at the issue of underrepresented learners and identification of underrepresented learners
from an Aptitude Perspective. The purpose of the article is to give the reader an introduction
into the psychology of aptitude theory, explain how this concept can help in the identification
of gifted students, and then show how these concepts can aid in the identification of gifted
students in underrepresented populations.
looking at the issue of underrepresented learners and identification of underrepresented learners
from an Aptitude Perspective. The purpose of the article is to give the reader an introduction
into the psychology of aptitude theory, explain how this concept can help in the identification
of gifted students, and then show how these concepts can aid in the identification of gifted
students in underrepresented populations.
One important point raised in Lohman’s article which relates to underrepresented learners is
the distinction between two different groups of gifted students. The first group he calls “high
accomplishment” learners, or those who already display excellence in an academic domain. The
second group are “high potential” learners. High potential learners may not be currently displaying
high accomplishments, but if they were to give the effort and were to receive appropriate educational
assistance, they would be showing excellence in an academic domain. Students in the second group
lack the opportunity to display their giftedness. Lohman cites age, circumstance, and choice as three
factors that might cause a student to fall into the second group. Important to our discussion of
excellence gaps is that Lohman argues that instructional strategies aimed at one group may not be
appropriate to the other group. He posits that the two groups need different educational programs
and different instruction “geared to their current level of performance” (334). Lohman reminds us
that distinguishing between high accomplishment and high potential gifted students is critical in the
identification of academically gifted minority students as many of the most talented will not have
had the same opportunities to develop the high level of skills valued in our educational system.
the distinction between two different groups of gifted students. The first group he calls “high
accomplishment” learners, or those who already display excellence in an academic domain. The
second group are “high potential” learners. High potential learners may not be currently displaying
high accomplishments, but if they were to give the effort and were to receive appropriate educational
assistance, they would be showing excellence in an academic domain. Students in the second group
lack the opportunity to display their giftedness. Lohman cites age, circumstance, and choice as three
factors that might cause a student to fall into the second group. Important to our discussion of
excellence gaps is that Lohman argues that instructional strategies aimed at one group may not be
appropriate to the other group. He posits that the two groups need different educational programs
and different instruction “geared to their current level of performance” (334). Lohman reminds us
that distinguishing between high accomplishment and high potential gifted students is critical in the
identification of academically gifted minority students as many of the most talented will not have
had the same opportunities to develop the high level of skills valued in our educational system.
Lohman also provides some suggestions for policy at the end of his article. Of the six policy
questions we are asked to consider, the second one is particularly important for us here as it relates
to the accomplishment versus potential issue in the identification of gifted students. He asks us to
decide the extent to which selection is based on evidence of accomplishment or on the potential for
accomplishment, and again it is important to note that he earlier stated that many minority students
could fall into the high potential category and will not have had the same opportunities to display or
develop their accomplishments. Lohman also challenges us to make better use of local norms when
identifying students. He asks us to look at local percentile ranks in particular domains versus using
national norms and percentages which could help increase the number of ELL students identified.
He finally reminds us that the concept of aptitude is essential and necessary to the identification
process of gifted students.
questions we are asked to consider, the second one is particularly important for us here as it relates
to the accomplishment versus potential issue in the identification of gifted students. He asks us to
decide the extent to which selection is based on evidence of accomplishment or on the potential for
accomplishment, and again it is important to note that he earlier stated that many minority students
could fall into the high potential category and will not have had the same opportunities to display or
develop their accomplishments. Lohman also challenges us to make better use of local norms when
identifying students. He asks us to look at local percentile ranks in particular domains versus using
national norms and percentages which could help increase the number of ELL students identified.
He finally reminds us that the concept of aptitude is essential and necessary to the identification
process of gifted students.
Retrieved 7/21/18 from https://www.researchgate.net/post/Is_aptitude_and_intelligence_the_same_things
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