Andrea Dawn Frazier earned her doctorate in educational psychology from Ball State University in 2009. While earning her doctorate, she edited the Journal for the Education of the Gifted, one of the premier journals in the field of gifted education.

• Foreword Acknowledgements Introduction Part I Gifted Students from Diverse Backgrounds Chapter 1 Issues in Research on Asian American Gifted Students 3 Chapter 2 Gifted Education in Rural Environments Chapter 3 Making Education Relevant for Gifted Native Americans: Teaching to Their Learning Style Chapter 4 American Indian Students: Balancing Western and Native Giftedness Chapter 5 High-Achieving Black Adolescents’ Perceptions of How Teachers Impact Their Academic Achievement Chapter 6 Integral Practice and Radical Programming With Highly Gifted Learners Chapter 7 Twice-Exceptional Children: Twice the Challenges, Twice the Joys Chapter 8 Family and Educational Systems in the Identification and Development of High Ability in Infants Through Grade Three Chapter 9 “I Used to Be Gifted”: Exploring Potential Among Gifted Adolescent Females Chapter 10 Gifted and Talented Students on the Autism Spectrum: Best Practices for Fostering Talent and Accommodating Concerns Chapter 11 Hispanic Students and Gifted Education: New Outlooks, Perspectives, and Paradigms Part II An Emphasis on English Language Learners Chapter 12 Differentiating the Curriculum for Gifted Second Language Learners: Teaching Them to Think Chapter 13 Our Diversity, Our Treasure: Connecting Worlds/Mundos Unidos Gifted and Talented Dual Language Immersion Program Chapter 14 Identifying and Enfranchising Gifted English Language Learners Chapter 15 Misdiagnosis of Culturally Diverse Students Chapter 16 Global Perspectives on Gifted Education Chapter 17 Using Mathematics as an Equalizer for Gifted Latino/a Adolescent Learners Chapter 18 Cultural Competency: Implications for Educational and Instructional Leaders in Gifted Education Chapter 19 Academic Underachievement of Gifted Students Chapter 20 Underrepresented Groups in Gifted Education: A Logic Model Program Evaluation Case Study About the Editors About the Authors Index

Andrea Dawn Frazier earned her doctorate in educational psychology from Ball State University in 2009. While earning her doctorate, she edited the Journal for the Education of the Gifted, one of the premier journals in the field of gifted education.

• Foreword Acknowledgements Introduction Part I Gifted Students from Diverse Backgrounds Chapter 1 Issues in Research on Asian American Gifted Students 3 Chapter 2 Gifted Education in Rural Environments Chapter 3 Making Education Relevant for Gifted Native Americans: Teaching to Their Learning Style Chapter 4 American Indian Students: Balancing Western and Native Giftedness Chapter 5 High-Achieving Black Adolescents’ Perceptions of How Teachers Impact Their Academic Achievement Chapter 6 Integral Practice and Radical Programming With Highly Gifted Learners Chapter 7 Twice-Exceptional Children: Twice the Challenges, Twice the Joys Chapter 8 Family and Educational Systems in the Identification and Development of High Ability in Infants Through Grade Three Chapter 9 “I Used to Be Gifted”: Exploring Potential Among Gifted Adolescent Females Chapter 10 Gifted and Talented Students on the Autism Spectrum: Best Practices for Fostering Talent and Accommodating Concerns Chapter 11 Hispanic Students and Gifted Education: New Outlooks, Perspectives, and Paradigms Part II An Emphasis on English Language Learners Chapter 12 Differentiating the Curriculum for Gifted Second Language Learners: Teaching Them to Think Chapter 13 Our Diversity, Our Treasure: Connecting Worlds/Mundos Unidos Gifted and Talented Dual Language Immersion Program Chapter 14 Identifying and Enfranchising Gifted English Language Learners Chapter 15 Misdiagnosis of Culturally Diverse Students Chapter 16 Global Perspectives on Gifted Education Chapter 17 Using Mathematics as an Equalizer for Gifted Latino/a Adolescent Learners Chapter 18 Cultural Competency: Implications for Educational and Instructional Leaders in Gifted Education Chapter 19 Academic Underachievement of Gifted Students Chapter 20 Underrepresented Groups in Gifted Education: A Logic Model Program Evaluation Case Study About the Editors About the Authors Index