Special Populations

Combined Concurrent

Expanding the Scholar Identity Model to Work with Gifted Native American Youth

Saturday, November 11
8:00 AM - 8:30 AM
Location: 213 A

Native American students remain underidentified and underserved in gifted education. A combination of poverty, marginalization, and sheer lack of population numbers contribute to their invisibility. They have high dropout rates, low college entrance rates, and low college completion rates. Intervention is warranted to help these youth develop their identities and their talents. Combining the work of Project HOPE+, which has provided university-based out-of-school enrichment for Navajo, Ojibwe, and Lakota youth since 2011, and Whiting’s Scholar Identity Model™, this session details the expansion of Whiting’s model for use with these populations to help them develop successful life pathways.

Gilman Whiting

Dir. Scholar Identity Institute
Vanderbilt University

Gil Whiting is an Associate Professor of African American and Diaspora Studies and Director of Graduate Studies at Vanderbilt University.
He earned his Ph. D. at Purdue University in Special Education, Curriculum and Instruction, & Evaluation and Assessment.
Whiting has authored over forty scholarly articles and book chapters.
Since 2002 he has chaired the Achievement Gap Institute at Vanderbilt’s George W. Peabody College of Education,
a weeklong workshop that brings teachers, administrators, and program coordinators with researchers from across the country.
His areas of research interest include: Special and Gifted Education; Educational Disparity; Psycho-Socio Behavior, Race,
Sports, and American Culture. Whiting'is the creator of the Scholar Identity Model™ from the development of his SIM, he co-created the Scholar identity Institute. A nationally recognized program assisting schools, programs, and district acroos the county. Dr. Whiting is a highly sought after speaker consulting with school districts nationally and internationally.


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Marcia Gentry

Purdue University

MARCIA GENTRY is the director of the Gifted Education Resource Institute and Professor of Educational Studies at Purdue University. Her research has focused on the use of cluster grouping and differentiation; the application of gifted education pedagogy to improve teaching and learning; student perceptions of school; and on non-traditional services, and underserved populations. Marcia developed and studied the Total School Cluster Grouping Model and is engaged in continued research on its effects concerning student achievement and identification and on teacher practices. She has served on the boards of NAGC and the AERA SIG, Research on Giftedness, Creativity, and Talent, actively participates in NAGC, frequently contributes to the gifted education literature, and regularly serves as a speaker and consultant. Prior to her work in higher education she spent 12 years as a teacher and administrator in K-12 settings. She enjoys spending time with family and friends, traveling, running and fitness, gardening, hanging out in the horse barn, collecting contemporary Navajo weavings, spending time at her cabin on Whitefish Bay, and working with her doctoral students.


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Expanding the Scholar Identity Model to Work with Gifted Native American Youth

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