ABSTRACT
The goal of our work in gifted education is not solely to identify, but rather to provide access and opportunity to develop, strengths so that gifted Latinx English language learners may reach their potential. This chapter explores the necessary components of culturally responsive gifted programming, including honoring a learner’s first language and culture, authentic and relevant curriculum and instruction, gifted programming models, mentorships, talent development, and social emotional support. Greene’s Culturally Responsive Gifted Model, which visualizes the marriage of multicultural gifted competencies as outlined by Ford, D. Y. and Trotman, M. F. (2001, Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239), and is a critical piece of the DuBois Greene Culturally Responsive Gifted Framework will be shared.
