Volume 31 Number 1
October 1991

Stuart A. Tonemah

From the earliest memory of tribal people, mostly related in our stories of creation to stories of how things came to be, there have been gifted and talented people among us. They were not designated as such by our people, but they were accorded exalted status by virtue of what they could do as peacemakers, religious persons, warriors, orators, planners, logistians, healers, singers, dancers, and artisans to name a few. These people with the potential to excel in a need area were identified early in their lives and nurtured by parents and tribe. They were taught in an environment in which they learned by example, learned at their own pace, learned by discovery, and learned from grandparents and uncles or aunts with whom they shared a symbiotic relationship. The knowledge of skills passed from one to the other in a nonthreatening and open environment until the teacher/mentor passed-on, and the "student" became the mentor/teacher to another generation. It was in this way, the passing of knowledge, skills, courage, strength of character, and sense of self to the young, that have enabled the tribes to survive as entities to the current generation.

The event of European discovery and settlement on our native land had a devastating impact on the education of American Indian and Alaska Natives. Foreign values, attitudes, religious beliefs, and educational practices, which were forced upon us, disrupted our traditional education for several centuries. The Europeans viewed Indians as ignorant and heathen savages who needed to be "saved" to Christianity and educated "properly." The French Jesuits, the Spanish Priests, and the English Puritans all believed that their destiny was to save and educate us. The educational philosophy of Captain Richard Henry Pratt, founder of Carlisle Institute and former jailer of Indians at Ft. Marion, was to retain Indian students within the American society until they were no longer Indian.

This philosophy of cultural genocide or ethnocide prevailed in federal boarding schools for American Indian and Alaska Natives well into the 20th century (late 1950s). Systematic efforts were made to enforce the implied solution to social equity for American Indians and Alaska Natives. Indian students attending Bureau of Indian Affairs (BIA) schools were summarily punished if they spoke their language, or sang tribal songs, or expressed their tribal identities in any way. It was believed that racial, economic, and social harmony would be fulfilled if the Indian conformed, behaved, and adopted American values.

Even though their tribal societies did not want them "to be like everybody else," the Indian students discovered that they could not be like everybody else, and that American society would not allow them "to be like everybody else." As a result, the Indian student had to make an either-or choice: either reject who they were as an Indian student and conform/succumb to American peer pressure to succeed or, reject societal pressure, drop out, and "go back to the blanket." What then did this portend for the gifted and talented Indian student? Because of American societal and Tribal pressure to conform, they were ignored, forgotten, and soon became invisible.

There has been little effort since the Marland Report of 1972, the founding document which initiated federal support for gifted and talented education, to include American Indians and Alaska Natives in the growing milieu of gifted and talented education. The dependence on using standardized achievement and intelligence test scores as criteria for selection of students into gifted and talented programs has limited Indian participation. The commercial testing services did their "best" to include all strata of the American public school population, and, supposedly, American Indian and Alaska Natives were included in the field testing and norming populations. However, when closely examined, these "standardized" tests are found to be discriminatory against American Indian and Alaska Natives. If one does not have a command of the English language, or life experiences similar to the field-tested population, one can predict that that person will not score well on these standardized tests. Consequently, American Indian and Alaska Native students do not score as well as others on these standardized tests and are not being identified as gifted and talented resulting in their potentials not being fully developed.

Most states have a definition for gifted and talented that includes multicriteria, but, out of convenience, many schools prefer to use only standardized test scores as the sole criteria for assessment/placement of gifted students. These standardized tests are culturally biased toward the larger American society and do not take into consideration the ethnic background (tribal), life experience, or culture of American Indian or Alaska Native students. If a student does not meet the requirements set forth for placement (in this case, test scores), they are denied entrance into gifted and talented programs in their schools. Many American Indian and Alaska Native students have been overlooked because of their cultural differences, and, in some cases, are not encouraged to apply for gifted and talented programs. As a result, it is assumed that gifted and talented American Indian and Alaskan Native students do not exist.

With this discrepancy in mind, the American Indian Research and Development, Inc. (AIRD) examined and reviewed several assessment procedures and instruments to identify those which use the concept of multi-criteria assessment. Only a few were found to be appropriate for use with American Indian and Alaska Native gifted and talented students who are individuals with unique cultural and qualitatively different educational needs. In response to this finding, AIRD created the American Indian Gifted and Talented Assessment Model (AIGTAM). The AIGTAM uses processes and procedures in which a multiple of criteria are assessed to encourage the development of future tribal leadership, individual fulfillment, and cultural understanding.

As described in the AIGTAM, the multi-criterion assessment approach is one which allows students to be nominated by parents, school, community, tribe, peers, or themselves. Once a student is nominated, a case study approach using the Indian Student Biographical Data Questionnaire (ISBDQ) produces a variety of data regarding skills in leadership, creativity, visual arts, performing arts, and, in this case, their tribal/cultural understanding. In the screening process, the progress and overall abilities of the student are assessed by a panel which includes Indian educators, gifted and talented educators, school administrators, and tribal representatives. The case study approach provides comprehensive information on the student and allows for the analysis of data on which to make decisions.

To say that American Indian and Alaska Native gifted and talented students exhibit "this" or "that" behavior is analogous to saying English, German, or African students have a distinct behavior regarding their giftedness. Over the years, however, several behaviors that may be applied to some American Indian and Alaska Native students have emerged. Before one categorizes behaviors, considerations must be given to the degree of assimilation, acculturation, and traditionalism (Tribal) of the individual students.

According to research and personal observations of gifted and talented Indian students in a summer enrichment program, Explorations In Creativity (EIC), behavior characteristics of an "Indian learning style" can be identified. Although various examples of learning styles in all cultures can be uncovered, there are particular styles which a majority of Indian students seem to favor.

It has been the experience of AIRD that Indian students prefer Cooperative Learning and Exclusive Grouping approaches as well as Wholistic Design in enhancing the development of their potential. A few Indian students will exhibit "non-Indian" learning styles which necessitates the assessment of preferred learning style and the use of activities that consider all types of learners. Before continuing with these approaches to gifted and talented education, however, it is necessary to observe the significant effect Individual Education Plans (IEP), role models, and self confidence building has on the students' development.

AIRD has found that to have American Indian and Alaska Native students participate in the planning and implementation of their own learning brings added benefits. The students, many for the first time, assume responsibility for what they want to learn. The IEP outlines what, when, and how the learning will occur. It also describes definite product outcomes during and at the conclusion of learning experience. In order to make the classroom experience more beneficial to the students, the IEP for gifted and talented Indian students should include techniques and activities that complement the preferred learning styles of the students. J.S. Renzulli, in his Enrichment Triad Model, suggests that the IEP be developed from students' interests combined with their preferred learning style. The purpose is to develop experiences that not only teach basic information (Type I) for application in real situations (Type H) but enables them to see how the experience affects their knowledge of life (Type H). The major difference in developing an IEP for Indian and non-Indians is consideration of the preferred learning style. The IEP is meant to be challenging, and is to be reviewed systematically and updated when student progress exceeds planned expectations. The IEP's development should include a learning menu in which instructors and students choose the learning activities.

The use of American Indian instructors in gifted and talented classes has a major impact on the students: it reduces the fear of "risk taking" by the student when participating in a classroom setting. By providing identifiable role models, the students' self-esteem is enhanced, and, in turn, they receive a sense of self-worth. Many times Indian students are reluctant to speak up in class, but it is easier for them in a safe environment because of the presence of Indian instructors. The Indian students are more open, and able, to ask questions about culture and heritage than in most cases with non-Indian instructors. Class discussions provide for more interest in each student's culture because of the sharing that is done in the classroom.

As a part of AIRD's approach to their summer and weekend programs, Weekends for Indian Scholars Enrichment (WISE), students are encouraged to discuss what being gifted and talented means to them. Students are constantly reinforced, through their classes and group activities, that they are unique and special in their own ways. Each student has his/her own IEP and is challenged not to limit themselves academically or personally. This constant reinforcement, support, and encouragement is part of AIRD's approach to building the students' self-confidence, self-esteem, and self-awareness in order to allow the students to attempt new things. Leadership skills, as well as creativity and problem-solving skills, are built into group activities.

The non-competitiveness and tribalism felt by most American Indian students is consistent with cooperative learning activities. For example, small group activities are preferred by EIC math classes when tackling tough mind-benders. Most students enjoy discovering how other members of the group solve the problem.

The "trial-and-error" method that is used in most public school settings is avoided in favor of using numerous examples. Students prefer to be shown several examples of a correct strategy for solving a problem before attempting it themselves. Success on the first attempt is a more favorable experience over learning from mistakes.

An important goal of the EIC summer and WISE weekend programs, both directed by AIRD, is the concept of allowing gifted and talented American Indian students to personally and socially interact with one another. Literature on gifted and talented students has emphasized that many are extremely task-oriented and task-committed. Gifted and talented students like to concentrate on their special interest area(s) and, as a result, their social interactional skills suffer. Many gifted and talented students by choice spend their time alone concentrating on these interests. To address these concerns, AIRD structured their gifted and talented programs activities which encourage students to communicate and work with one another either on a one-to-one basis and/or in small groups. Thus, encouraging students to interact and socialize with one another. The following describes this concept, Exclusive Grouping.

AIRD's summer program assigns students to "clans," and they participate in these clans throughout the summer program in team sport competitions, group problem-solving activities, and tribal government activities. By using the clan concept, students not only hone their leadership skills, they also receive a sense of accomplishment by working as a group through competitions among the clans.

EIC and WISE students are thrust into situations where they are compelled to communicate and participate in small and large group activities. By so doing, they must "show" and "share" themselves with others. In the type of cultural environment the EIC and WISE programs encourage, the students discover that it is OK to be Indian and gifted and talented. EIC and WISE students make lifelong friends through this bonding process.

The wholistic approach to teaching Indian students is consistent with the values expressed by the students. The students learn how concepts affect the entire person, including one's philosophy. Learning the global picture first gives significance to the details that are learned later. This is in contrast to the usual method of teaching in America's public schools wherein details are taught first and the global picture to which the details contribute is realized later.

AIRD's gifted and talented programs have teaming activities that address the academic, social, cultural, spiritual, and physical. The academic, cultural, and social aspects have already been discussed. The spiritual aspects include the philosophical perspectives of our being, respecting each other, taking care of the earth, preserving our cultures, recognizing differences, and allowing each person to be who they are or what they want to be. Encouraging and supporting each individual's desire to be themselves is implied and supported throughout the EIC and WISE programs.

The physical aspect of the wholistic approach to teaming is addressed by a "no junk food" policy. Soda pop and candy are not allowed at EIC and WISE. Changing eating habits (if only for a short time) to improve students' awareness of the "we are what we eat" concept is important. Recreational activity is carried out on a daily basis with everyone participating. We explain that to change to a better life, we must look at our bodies and keep fit, "a healthy body and healthy mind."

The tribal cultural impact on gifted and talented Indian education is a major factor in working with young American Indian and Alaska Native students today. Many of these young people are losing their culture and do not realize the significance of culture transmission to the next generation. AIRD believes it is very important that culture be incorporated in all its gifted and talented education programs.

Existing Indian education literature and experience indicate that the relevancy of a culturally-specific gifted and talented differentiated curriculum for Indians, taught by Indians, is necessary and beneficial. Programming for gifted and talented Indian students could be more relevant when incorporating a differentiated curriculum which includes cultural education, Indian educators as role models, and a multi-criteria assessment.

At present, there are few models of gifted and talented differentiated curricula developed specifically for Indian students. Because of different cultural values and unique individual characteristics, gifted and talented Indian students require different classroom content than that of non-Indians. Even though there are difficulties in incorporating the wide diversity of tribal cultures into classes, it can be accomplished.

Curricular content developed particularly for a certain tribe could contain the language, history, ceremonies, and other important qualities of that tribe. By including the tribes culture in the classroom, the students see how the classwork can be a part of their culture. This thinking substantiates the importance of culture to academic achievement. Therefore, we must adopt a differentiated curriculum directed specifically to this population if we intend to reverse the trends of the low educational levels of our Indian people.

Indian gifted and talented students are a multi-faceted group who may also be viewed as a group "at risk". They have the right, however, to a quality education which is not being provided by the public schools. The major thrust for the education of Indians for the past several decades has been compensatory in nature to allow our Indian students the opportunity to catch up with "Johnny".

AIRD's experience through observation and feedback from follow-up questionnaires on EIC and WISE is that Indian gifted and talented students can make tremendous gains in improving their self-esteem, their attitude towards others, and their education. This improvement occurs when these students are allowed the opportunity to be with other gifted and talented Indian students, and when they have an individualized program of study designed specifically to meet their needs.

We have found that Indian students are eager for new and challenging learning experiences which challenge their higher level thinking skills. They become excited when they find that they are not "oddballs" or "nerds," but are, at EIC and WISE, like everyone else. They are not excepted but accepted.

There is a national trend to meet the needs of gifted and talented students. We must insure that this education includes, and will meet the needs of, gifted and talented American Indian and Alaska Native students.