Despite educators' growing concern about meeting the unique needs of gifted students from culturally diverse backgrounds, the research literature sheds little light on best practices for these populations. A multicultural education perspective can help bring clarity to issues of practice by examining these issues within two divergent philosophical frameworks: assimilationist and pluralist. These perspectives offer different views on sources of ethnic student under achievement, the purpose of schooling, procedures for identification, instructional processes, and curriculum content.
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