Ford, D. Y., & Trotman, M. F. (2001). Teachers of Gifted Students: Suggested Multicultural Characteristics and Competencies. Roeper Review, 23(4), 235–239.
In most books that provide an overview of or introduction to gifted education, attention is devoted to characteristics of gifted education teachers. The authors of these various works contend that such teachers require specific skills and knowledge in order to facilitate the academic, cognitive, and affective development of gifted students. Because many of these characteristics and competencies are described in this special issue of Roeper Review, they ale not repeated in this article. Instead, descriptions of these characteristics and competencies are complemented by addressing additional, often overlooked, characteristics and competencies needed by teachers to work effectively with gifted students, particularly those who are linguistically, culturally and ethnically diverse. These characteristics and competencies focus specifically on multicultural knowledge, philosophies, and skills. Unfortunately, we have found that the lists presented in gifted education books seldom address the need for teachers to have multicultural skills and competencies. A few exceptions appear in Seeley (1979), Hultgren and Seeley (1982), and Bishop (1968). They recommend that teachers have "cultural and intellectual interests" and "skills in working with culturally different talented youth." While this is a beginning, more attention must be devoted to preparing teachers to work with gifted students in general, but particularly those who are culturally, ethnically and linguistically diverse.