Gifted Education :: Teaching Education

Gifted EducationRunning head GIFTED education/CIVIL RIGHTSEducation of Gifted StudentsA Civil Rights Issue? condition CritiqueEducation of Gifted Students A Civil Rights Issue? This cover seeks to answer the question Is the dissimilarial representation of the sexes and of racial and ethnic groups in educational programs for gifted students a civil rights problem? The author does a more than adequate job of presenting the arguments on both sides of the issue and outline logical inferences. The article seeks to identify the actual dilemma and proposes possible approaches for resolution.lots of the school system today has been shaped by the civil rights laws of the past. The author notes that the link these rights fetch to education is the pledge of an equal opportunity for entirely children to learn and be educated in this country. Schools must accomplish this without witness to race, creed or gender. The author notes that there have been references to the gifted progra ms creation on the button another subtle form of segregation by the gabardine upper-middle-class. These concerns arise from the fact that the representation of the sexes and of ethnic groups within the gifted classes reflects just such a phenomenon. The unjustified beliefs of genetic inferiority of some races have long since been denounced. These unfounded beliefs have been replaced by research which indicates that the genetic function of give-and-take is augmented by the nurturing environs (or lack thereof) of a child. The makeup sites twin studies, which give creedence to the genetic component of intelligence, and notes these differences apply within the different ethnic and racial groups. The author attributes an almost equal role to the environment of the child referring to nurturing as the crystallization of native abilities. Noting the differences between the sexes in maths and verbal skills, the author seeks to validate this conception. The author sees the cultural values of conjunction as an unavoidable encroachment upon the genders resulting in these differences. I beg to differ, as molecular and developmental studies have shown that there are structural and biological differences in the brains of males and females (Zhang, 1995 Palego, 2000). As a molecular biologist I would be more inclined to attribute differences to the biochemical aspects of development. The writer next addresses the inequities of intelligence tests and accurately identifies them as mere predictors of future academic performance.