Cognitive Style Difference and the Underrepresentation of Mexican Americans in Programs for the Gifted

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Abstract
Culturally related differences in cognitive styles could be incompatible with behavioral expectations, criteria set by school programs, and assessment instruments used in determining giftedness. Consequently, some children are overlooked by identification procedures that do not take into account cognitive style differences, or which are geared toward one particular style. Witkin's research on cultural factors affecting the development of styles and research related to Mexican Americans is discussed first. Next, the learning characteristics of field dependents and field independents are examined to establish differences. Finally, the concept of giftedness, school expectations in identification, and assessment instruments are analyzed for their relationship to cognitive style preference.