The Under-Identification of Native American Students in Gifted and Talented Education Programs

Abstract

This paper is about the under identification of Native American students in gifted programs. As both a minority-gifted student and a teacher on the reservation, I have a unique perspective on the challenges school districts face in having a solid gifted program in indigenous service schools and communities. In general, Native American students face an education focused on remediation and closing achievement gaps rather than acceleration and advancement of giftedness. All other racial groups surpass Indigenous students’ achievement scores; therefore, the stigma of remediation tends to outweigh the focus on acceleration. In addition, most Native Americans deal with a threefold challenge, including poverty, living in rural communities, and being part of a racial group that has been marginalized and forced to assimilate into this country’s education system that often does not align with the culture and values of indigenous communities.