There has been a growing realization among educators that disadvantaged children from low-income, ethnic and racial minority groups represent a substantial untapped source of talent (Bruen et al., 1984; Passow, 1972; Renzulli, 1973; Torrance, 1968, 1978). Prior to the 1960s the notion that gifted children existed among disadvantaged populations was, according to Frasier (1974), relatively unheard of. Studies of such populations largely emphasized the remediation of their social and academic difficulties, with relatively little attention being focused upon those children who possessed unusually high potentials for learning and creativity (Renzulli, 1973).
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