The need to more effectively teach and meet the needs of culturally, racially, and linguistically diverse students occupies a great deal of attention in the field of education. In gifted education, much of the discussion centers on the underrepresentation of diverse students in programs and services for gifted students, with a growing body of work focusing on issues of underachievement among these students. In this article, we contend that one solution to these two issues is for schools to create culturally responsive classrooms. We describe the needs of diverse students, give several rationales for creating culturally responsive classrooms, and provide recommendations for creating classrooms that affirm diverse students.
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