Equitable Assessment of Gifted Students Using the Naglieri General Ability Tests

2022 ◽  
pp. 58-76
Author(s):  
Jack A. Naglieri ◽  
Kimberly A. Lansdowne
Keyword(s):  
Native American ◽  
Students Of Color ◽  
Parental Education ◽  
Gifted Students ◽  
Verbal Response ◽  
Verbal Comprehension ◽  
Native American Students ◽  
General Ability ◽  
American Students ◽  
Ability Tests

Even though it is well documented that Black, Hispanic, Native American students have been denied access to gifted education for decades, injustice continues. The authors present research showing that traditional IQ tests with their verbal and quantitative questions contribute to under-representation because they yield large differences for students of color. Some (e.g., NNAT), but not all, nonverbal tests help but verbal and quantitative content is omitted. The authors suggest that students of color who are intellectually capable (gifted) but perhaps not talented (knowledgeable) could be more equitably evaluated if the verbal comprehension of instructions and verbal and quantitative knowledge were taken out of the tests used for identification. Research evidence is provided which shows that the Naglieri General Ability Tests: Verbal, Nonverbal, and Quantitative, which have nonverbal directions, do not demand knowledge acquired at school and do not require verbal response yield small differences by gender, race, ethnicity, and parental education.

scholarly journals Evaluation of a health sciences internship for Latino and Native American library students

2017 ◽  
Vol 104 (4) ◽  
Author(s):  
Alla Keselman, PhD, MA ◽  
Sanjana Quasem, BS ◽  
Janice E. Kelly, MLS ◽  
Gale A. Dutcher, MS, MLS, AHIP
Keyword(s):  
Native American ◽  
Qualitative Evaluation ◽  
Health Sciences ◽  
Library Science ◽  
Graduate Level ◽  
Structured Interviews ◽  
Native American Students ◽  
American Library ◽  
Career Opportunities ◽  
American Students

Purpose: This paper presents a qualitative evaluation of a graduate-level internship for Latino and Native American library science students or students who are interested in serving those populations.Methods: The authors analyzed semi-structured interviews with thirteen internship program graduates or participants.Results: The analysis suggests that the program increased participants’ interest in health sciences librarianship and led to improved career opportunities, both in health sciences libraries and other libraries with health information programming. It also highlights specific factors that are likely to contribute to the strength of career pipeline programs aiming to bring Latino and Native American students and students who are interested in serving those communities into health librarianship.Conclusions: Exposing graduate-level interns to a broad range of health sciences librarianship tasks, including outreach to Latino and Native American communities and formal mentorship, is likely to maximize interns’ interests in both health sciences librarianship and service to these communities.

Boarding School Poetry, Carlisle Indian Industrial School, and the Demands of Americanization Poetics and Politics at the Turn of the Twentieth Century

2018 ◽  
pp. 99-143
Author(s):  
Cristina Stanciu
Keyword(s):  
Twentieth Century ◽  
Native American ◽  
Original Poetry ◽  
School Personnel ◽  
Boarding School ◽  
Native American Students ◽  
American Students ◽  
Carlisle Indian Industrial School ◽  
Industrial School

This chapter focuses on the under-examined corpus of Carlisle poetry, viewing it as a vital archive for theorizing the role of the American Indian intellectual tradition in negotiating Americanization discourses at the turn of the twentieth century. Materials published in newspapers and magazines at Carlisle Indian Industrial School in Pennsylvania (1879–1918) include “Carlisle poetry,” which encompasses original poetry by Native American students, reprints of poems by Indian authors, poems by school personnel, and poems by well-known American authors. This poetry, along with the letters and articles published in Carlisle newspapers and magazines, is complicit with the ideological underpinnings of the institution’s ambitious goals of “making” Indian students into Americans, even as elements of this literature critique the Americanization that Carlisle boarding school demanded of its students.

What Is It Like to Be a Minority Student at a Predominantly White Institution?

2021 ◽  
pp. 191-209
Author(s):  
Lucila T. Rudge
Keyword(s):  
Native American ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Campus Climate ◽  
Minority Student ◽  
University Campus ◽  
Predominantly White Institution ◽  
Native American Students ◽  
American Students ◽  
White Institution

This study examines the differences in experiences and perceptions of campus climate of 38 minority students enrolled in a predominantly white institution (PWI). African American students, Native American students, gender and sexually diverse students, students with disabilities, Latinx students, and international students participated in the study. About half of the participants reported negative experiences with racism and discrimination on campus whereas the other half reported the opposite. Attribution to discrimination theory informed the theoretical framework of this study and the data analysis. Policy recommendations to improve the climate of diversity on university campus are provided.

Object Lessons in Race and Citizenship

2018 ◽  
Author(s):  
Sarah Anne Carter
Keyword(s):  
Native American ◽  
Native Americans ◽  
Civil Rights ◽  
Young Children ◽  
Historical Sources ◽  
Native American Students ◽  
Political Citizenship ◽  
Object Based ◽  
American Students ◽  
Object Lessons

This chapter considers the racial implications of object-based pedagogy at the Hampton Normal and Agricultural Institute in Virginia. At Hampton, African American and Native American students were taught via a variation of object lessons and were referred to as living object lessons. At Hampton, this metaphor was employed to argue for the economic and political citizenship of its graduates and other educated African Americans and Native Americans, based on their appearances rather than their inherent civil rights. Object lessons were closely related to the school’s manual labor philosophy. This allowed the approach to be adapted for young children attending Hampton’s practice schools as well as for its own students. For example, the Kitchen Garden, a variation of object lessons organized around manual training and modeled on kindergarten, trained young children to become domestics. This chapter employs the photographs of Frances Benjamin Johnston, among other historical sources, to explore these topics.

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