The following article has been excerpted from Language Arts for Gifted Students, one of six exciting books in the Gifted Child Today Reader Series. This series brings together the best articles published in Gifted Child Today, the nation's most popular gifted education journal. Each book in the series is filled with exciting and practical classroom ideas, useful summaries of research findings, and discussions of identification and classroom management, and informed opionion about educating gifted children.

Chapter 3

Today’s classrooms are very different from classrooms of a decade ago. Today, teachers work in classrooms of unparalleled diversity. Students differ in terms of ability, race or ethnicity, socioeconomic status (SES), and many other variables. Thus, teachers are constantly searching for instructional strategies and curricula to meet diverse cognitive, academic, and affective needs.

The search for materials and strategies to challenge gifted students will often lead to the works of Joyce VanTassel-Baska, June Maker, Carol Tomlinson, Joseph Renzulli, Benjamin Bloom, and others who have created guidelines, strategies, and materials that target the cognitive and academic needs of gifted students. Similarly, teachers can rely on the works of Banks (1994), Grant and Sleeter (1998), and other multicultural educators when seeking materials and strategies that meet the needs of racially and culturally diverse students.

However, when searching for resources to understand and meet the needs of students who are gifted and minority, teachers may be less successful. Likewise, it is difficult to find multicultural materials that challenge advanced learners, regardless of race or culture. This chapter addresses this void by presenting a framework (based upon Multicultural Gifted Education, Ford & Harris, 1999; the actual model is called the “Ford-Harris Matrix”) that teachers can use to create a curriculum that

• challenges gifted students because it promotes critical thinking;
• meets the needs of minority students because it is multicultural; and
• exposes White students to quality multicultural literature and important multicultural concepts and issues.

The first goal is addressed using Bloom’s (1956) cognitive taxonomy, while the last two goals are addressed using Banks’ (1994) multicultural education model. In the following sections, we present a rationale for infusing multicultural education into school curricula, briefly review Bloom’s cognitive taxonomy, and explain Banks’ multicultural model. Finally, we present a literature-based lesson using the framework presented in this chapter and elsewhere (Ford & Harris, 1999). Our motive in writing this chapter and creating the framework is simple: We are targeting the question “How can educators create curricula and learning experiences that promote higher levels of thinking and higher levels of multicultural learning?”

The title of Learning in Living Color (Valdez, 1999) succinctly reflects the racial demography of classrooms in many school districts. In virtually every school building, one is likely to find students of color, and this diversity is increasing each day. Therefore, teachers in contemporary classrooms must reexamine their curricula and instructional strategies to meet the needs of these students. For example, Shade, Kelly, and Oberg (1997), Ladson-Billings (1990), and many other minority scholars have called upon educators to create “culturally responsive” classrooms that help students understand and negotiate differences across cultures. Teachers in culturally responsive classrooms emphasize that students can learn to become pluralistic in their thought, behavior, and affect. Teachers ask questions, for example, that promote higher level thinking about multicultural topics, concepts, issues, and groups, and they create learning experiences that promote cultural empathy.

Multicultural education has several goals. It endeavors to ground students with multicultural knowledge, to adopt educational equity and cultural pluralism as philosophies, to empower students and promote student social action, and to teach from a multicultural perspective.

1. Multicultural knowledge increases students’ sense of self-worth and belief that they have a chance for a successful future. Multicultural knowledge lays the foundation for developing cultural pluralism, intergroup harmony, and the ability to think, work, and live with a multicultural perspective.

2. Educational equity has three fundamental conditions: (a) an equal opportunity to learn; (b) positive educational outcomes for both individuals and groups; and (c) equal physical and financial conditions for students to grow to their fullest potential cognitively, academically, and affectively.

3. Working with cultural pluralism in mind, educators modify fundamental educational conditions to promote equitable learning. When school personnel support cultural pluralism, they ask themselves the important question: How can I help my students develop understanding, respect, and appreciation for individuals who are culturally different from themselves?

4. Empowerment helps students become independent and interdependent learners. Empowerment connotes social action; it helps students take an active role in improving the quality of their (and other) communities.

5. Social action promotes intergroup and intragroup harmony. Thus, educators provide knowledge, skills, and a classroom environment that prepare students to live and work with members of their own cultural groups and members of other cultural groups. Instruction includes opportunities for students to work together, to learn from each other, and to rely on each other.

6. Teaching with a multicultural perspective means that teachers see that culture, race, gender, religion, SES, and ability are powerful variables in the learning process and that important ideas about teaching can be gained from studying cultural systems. When teaching from a multicultural perspective, educators challenge assumptions and stereotypes; they examine curricula from a broader point of view and in an assertive, proactive manner. Essentially, educators endeavor to promote cultural continuity between the home and school of minority students and attempt to eliminate culturally assaultive classrooms.

One of the most prolific scholars in multicultural education is James Banks. Banks’ model presents four levels of ways to integrate multicultural content into the curriculum (see Figure 3.1). These levels rely heavily on one’s philosophy about and experiences with multicultural education. For example, at the lowest two levels, teachers may have little preparation in multicultural education; hence, they are unable to teach at higher levels. Further, teachers who do not hold strong values about multicultural education may, if focusing on a multicultural concept or topic, choose to work at the lowest levels.

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At the lowest level, the Contributions Approach, educators focus on heroes, holidays, and discrete elements. This is the most frequently adopted and extensively used approach to multiculturalism in the schools, yet it is the most simplistic. In this approach, the traditional ethnocentric curriculum remains unchanged in its basic structure, goals, and salient characteristics. Frequently, cultural traditions, foods, music, and dance may be discussed, but little or no attention is given to their meaning and significance to minority groups. Although ethnic content is limited primarily to special days, weeks, and months related to minority groups, students learn little to nothing about the occasion, group, or individuals being “celebrated.” The Contributions Approach is cosmetic; it provides teachers with a quick, nonthreatening way to “integrate” the curriculum, and teachers can adopt this approach without knowing much about racially and culturally diverse groups. It often reinforces stereotypes about minority groups, while using safe, nonthreatening heroes found acceptable to the mainstream.

In the second level, the Additive Approach, the content, concepts, themes, and perspectives of minority groups are added to the curriculum, but without being integrated throughout the curriculum. Thus, the basic curricular structure remains unchanged. For instance, teachers may add a multicultural book or unit to one particular course, but not to another. This piecemeal approach does not help students understand multicultural concepts, issues, and groups in a coherent or systematic way. That is, while the content changes slightly, there is little restructuring of the curriculum relative to purposes and characteristics. Minority students still learn little of their own history, and White students learn little of the history and contributions of other racial and cultural groups to American society. This approach requires little time, effort, training, and rethinking of curriculum and instruction.

The third level is the Transformational Approach. At this level, two transformations occur. First, the structure of the curriculum changes so students are given opportunities to view concepts, issues, events, and themes from the perspectives of minority groups. Second, there are changes relative to the fundamental assumptions, goals, nature, and structure of the curriculum. These two transformations provide students with a critical awareness of, understanding of, and respect for multicultural concepts, events, and people.

The Social Action Approach is the highest level. Here, students make decisions on important social issues and take action to help solve them. Students are not socialized to accept mainstream ideologies, practices, and institutions. Instead, they feel empowered and are proactive; they participate in social change because they have the knowledge and perspective to do so. Student self-examination becomes central in this level because of attention to value analysis, decision making, problem solving, and social action. For example, students examine issues surrounding prejudice and discrimination and develop ways to improve race relations. This approach is least likely to be adopted by educators primarily because they lack formal training, experience, understanding, and personal knowledge of other racial and cultural groups (e.g., histories, values, beliefs, customs). This approach and the Transformation Approach require substantive preparation, as well as time and commitment.

Elsewhere, we have provided detailed strategies for partnering multicultural education and gifted education (Ford & Harris, 1999). One such strategy is to blend the works of Banks (1994) and Bloom (1956) to create what we call “multicultural gifted education.” This framework uses the Ford-Harris Matrix, which is described in Figure 3.2. The framework and matrix are a guide for helping educators (1) promote higher level thinking based on Bloom’s cognitive taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation) and (2) promote multicultural thinking based on the four levels presented by Banks. Figures 3.1 and 3.2 can help educators develop questions and learning experiences that are challenging, rigorous, and multicultural. Educators are able to monitor the extent to which they are asking questions, providing experiences, and so forth at the higher levels using the models of Bloom and Banks.

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Specifically, when teaching at the lowest levels of the Ford-Harris Matrix (i.e., knowledge-contributions, comprehension-contributions, knowledge-additive, comprehension-additive, application-contributions, application-additive), teachers target fact-based questions, statements, and activities that do not promote substantive thinking about multicultural concepts and events. Specifically, at the knowledge-contributions level, students are taught and know facts about cultural artifacts, events, groups, and other cultural elements. At the comprehension-additive level, students are taught and can understand cultural concepts and themes.

Conversely, at the highest levels of the matrix, students think critically about and take action on multicultural topics, concepts, material, and events (i.e., analysis-transformation, analysis-social action, synthesis-transformation, synthesis-social action, evaluation-transformation, and evaluation-social action). It is at these higher levels that educators are able to meet the goals and objectives of multicultural education, as described earlier. Similarly, at these higher levels, gifted students are challenged cognitively—a primary goal of gifted education.

One of the most popular multicultural books for grades 2–3 is Amazing Grace (Hoffman, 1991). Because of its focus on strong family values and gender and racial equity, it is a timely book, one that can address many objectives. It also meets many of the criteria for high-quality multicultural literature. For instance, people of color are depicted positively and nonstereotypically (in terms of pictures and storyline), it focuses on an important multicultural concept or issue, and the situation is authentic.

In this brief lesson, we first present questions and experiences using Bloom’s taxonomy. Next, we present questions and experiences using the Ford-Harris Matrix.

Grace, a Black female, wants to play the part of Peter Pan in a school play, but classmates say that a girl cannot play the role of a boy. Grace is persistent, and with her family’s support, she auditions for the part and gets it.

Students will focus on important concepts such as persistence and having faith. They will also be introduced to important multicultural concepts such as stereotyping and discrimination. Students will explore and understand the effects of gender and racial stereotyping. They will develop strategies for dealing with situations that are unfair or violates someone’s rights.

Only a few objectives have been listed here. However, Amazing Grace also lends itself to discussions of strong family values and relationships.

The following questions and activities are based on Bloom’s (1956) cognitive taxonomy. Questions and activities are arranged from the lowest to highest levels:

Knowledge Level

• Who was Peter Pan?
• Who was the main character in the book?
• What did students have to do to get the part of Peter Pan?
• What advice did Grace’s mother give her?

• List some positive characteristics about Grace that made it possible for her to play Peter Pan.
• What is the main idea or message of the book?

• Write a letter of support to Grace about being persistent.
• Find another book that focuses on persistence and believing in yourself. Tell three ways in which the main character in this book is similar to and different from Grace.
• Find a poem or song that focuses on persistence. Share it with a classmate.

• How important are effort (working hard) and motivation to success?
• If you were Grace, how would you have handled the peer pressure (e.g., students’ comments)?
• Compare Amazing Grace to The Little Engine That Could. What do they have in common?
• Why is the book called Amazing Grace? What does “amazing” mean and how does Grace fit this description?

• Write a story, poem, or song about being persistent. Dedicate it to Grace.
• Write a letter to Grace; tell Grace why you admire her.

• In your opinion, is it okay for Grace to play Peter Pan? Explain your response.
• What did you like or dislike about the book? Why?
• Do you think Grace is a role model? Explain.
• Would you recommend this book to other students? Why?
• Evaluate the statement: “Don’t judge a book by its cover.”

The questions and activities Figure 3.3 are based on the Ford-Harris Matrix. We do not expect teachers to address every item (question, statement, and activity) in the matrix. The examples in each cell serve as a guide for teachers; additional questions, statements, and activities can be added to meet the goals and objectives of each classroom. That is, teachers should select those questions, statements, and activities that meet their particular goals and objectives. However, every effort should be made to address higher levels of the matrix when working with gifted students.

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The need for educators to create educational experiences that challenge gifted students in general and gifted minority students in particular is clear. Too often, teachers who wish to teach gifted students have not been formally prepared to do so; similarly, those who work with students of color may know little about multicultural education. In both instances, teachers run the risk of miseducating students. For instance, we recently read a lesson by a teacher who stated that “American Indians were the only group who did not immigrate to the United States. All other people in America are immigrants.” Of course, this is inaccurate because slaves (that is, Blacks) were not immigrants.

The framework/matrix presented in this chapter and described in more depth elsewhere (Ford & Harris, 1999) provides educators with a resource—a model—for developing strategies and learning experiences that meet two important educational goals: (a) challenging students cognitively and academically and (b) preparing students for an increasingly diverse society. Similarly, by focusing on multicultural content, concepts, and issues, the framework gives minority students opportunities to see themselves reflected in the curriculum. It also gives other students ongoing opportunities to see culturally diverse students reflected in the curriculum. Diversity abounds in school settings. Educators must be prepared to work proactively with their students.

Banks, J. A. (1994). An introduction to multicultural education. Boston: Allyn & Bacon.

Bloom, B. (Ed.). (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. New York: Wiley.

Ford, D. Y., & Harris III, J. J. (1999). Multicultural gifted education. New York: Teachers College Press.

Grant, C., & Sleeter, C. (1998). Turning on learning: Five approaches for multicultural teaching plans for race, class, gender, and disability (2nd ed.). Columbus, OH: Merrill.

Hoffman, M. (1991). Amazing grace. New York: Dial.

Ladson-Billings, G. (1990). Culturally relevant teaching. College Board Review, 155, 20–25.

Shade, B. J., Kelly, C., & Oberg, M. (1997). Creating culturally responsive classrooms. Washington, DC: American Psychological Association.

Valdez, A. (1999). Learning in living color: Using literature to incorporate multicultural education into the primary curriculum. Boston: Allyn & Bacon.