Why Are Minority Language Students Underrepresented in Programs for Gifted and Talented Students?
Educators who work closely with minority language students argue that using standardized IQ tests as a primary measure of giftedness does not fairly accommodate the linguistic and cultural differences of these students. These educators look to identify the “able learner” rather than the more narrowly defined gifted student who scores in the top 3% on IQ tests. Able learners are defined by some educators as students in the top 10% of their class who have shown some extraordinary achievement in one or more areas such as science, mathematics, or the performing arts (Ernest Bernal, personal communication, September 13, 1988). Reliance on IQ tests alone has greatly diminished the potential number of gifted students. Renzulli (1978) indicated that “more creative persons come from below the 95th percentile than above it, and if such cut-off scores are needed to determine entrance into special programs, we may be guilty of actually discriminating against persons who have the highest potential
