ABSTRACT
Many talented Latino students in the United States face serious barriers and challenges to acquiring a high-quality education without the support necessary to overcome them. Historically, Latino students have been disproportionately underrepresented in classrooms serving gifted, advanced and high-ability learners. Researchers agree that the assessment and evaluation of culturally diverse students for gifted services must include a combination of qualitative and quantitative data and embrace a multiple-criteria philosophy. Parents play an important role in the development of their children; therefore, teachers and coordinators of gifted education programs have the responsibility to share information with Latino families in culturally sensitive ways. To work effectively with Latino students in gifted education classrooms, educators must become skilled in culturally responsive teaching. Educators designing appropriate education programs for talented Latino students have recognized the power of high-quality mathematics instruction. The use of biographies and autobiographies of culturally diverse men and women of achievement can have positive effects on gifted Latino students.
