ABSTRACT
One of the general problems that culturally and linguistically diverse (CLD) children encounter is that the curriculum to which they are exposed basically attempts to deracinate them, making it difficult to validate who they are or their sense of identity (Dana, 1993; Padilla, 2001). These programs rarely incorporate ethnic social issues into their social studies curriculum, have little minority representation-particularly American minority-in the literature they read, rarely or never bring other American cultures’ music to the high school concert stage or the elementary school recital, or seek other countries’ perspectives on historical events. In short, CLD gifted and talented (GT) students rarely see realistic images of themselves in the curriculum (García, 2001; Tafolla & Bernal, 1989).
