Asian American, Gifted

Identification

One of the major issues in Asian communities is the need to develop a process for identifying the children who are gifted. Most schools in the United States are not equipped with facilities and [Page 60]programs for identifying gifted children from various ethnic backgrounds and providing them with training suited to their needs. For example, while identifying potential gifted Asian students among recent immigrants, English proficiency level needs to be considered.

Culture

Though the system provides for the identification and nurturing of gifted children, in the case of Asian children, this may not be as effective as desired. This is because the children may not be engaged with the American way of life, but rather required to adhere to the original family and cultural values of the country of origin. It is difficult to abandon the cultural values of the generations of their heritage, for example, when students are encouraged to make decisions independently. Many Asian cultures value consultation with family, elders, and authorities before making personal decisions.

There are clear conflicts where the American way of life is juxtaposed with the Asian way of life, thus creating contradiction. Many gifted Asian children experience boredom with the education delivered, which may be too slow or too easy for them, yet they may be reluctant to complain or question their education. Furthermore, there may be an expectation to mirror the American lifestyles of peers, though parents desire their children to reflect the values and thought patterns of the inherited Asian culture.

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