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Gifted Child Quarterly
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Identifying Cognitively Gifted Ethnic Minority Children

Marcia Strong Scott

University of Miami

Lois-Lynn Stoyko Deuel

University of Miami

Beda Jean-Francois

University of Miami

Richard C. Urbano

University of Miami

Four hundred kindergarten children in regular education and 31 kindergarten children identified as gifted were presented a cognitive battery consisting of nine different tasks. Five measures representing the three open-ended tasks were associated with both a significant group difference and the presence of high performing outliers from the regular education sample. When frequency distributions for the two groups were computed based on a total score summed over the five measures, seven of the eight regular education students with the highest score, the upper 2%, were either Black/NonHispanic or White/Hispanic. The upper 2% of the regular education sample performed at a level above 81% of the gifted sample, The data suggest that using a child's performance on a cognitive battery may prove to be effective for identifying gifted minority children who have not previously been identified as having superior cognitive abilities.

Gifted Child Quarterly, Vol. 40, No. 3, 147-153 (1996)
DOI: 10.1177/001698629604000305
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