dic communication found in the other households. The gifted students' parents actively answered and encouraged their children to ask questions of the who, what, where, and why variety instead of questions with simple yes/no answers. The topical discussions prepare the student to easily enter and become a part of the school culture. Students without exposure to this type of question, answer, evaluation are more likely to leave school before graduation--many as early as sixth grade (25).
The implications for Flores' study on parents should be to stress to parents that the methods of communication and the types of questions that they ask and answer can determine the success of their children in school. Parents can initiate a time of school-type listen, question, and answer in the home to reinforce and ease the transition to the school environment.
Teachers need to be aware that children from minority cultures often have different styles of conversation at home. These children have not been acclimated to the style of discussion which takes place at school. They have not learned to anticipate the kinds of questions to expect the teacher to ask nor to listen and retain the information needed to answer topical questions. This
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