Publication Date

5-2024

Advisor(s) - Committee Chair

Julia Roberts, Lester Archer, Nicholas Brake

Degree Program

Educational Leadership

Degree Type

Doctor of Education

Abstract

The underrepresentation of Black and Hispanic students in gifted education programs is a longstanding concern involving equity and access in educational systems. This qualitative research explores the complex factors influencing this disparity, focusing on the role of teacher perceptions in the identification process. Elementary and middle school teacher participants (N = 14) from a single school district provided interview data. Data collection focused on interviews with classroom and gifted teachers related to the three research questions. The research design was a multiple embedded case study.

First, the study investigated how teachers' perceptions of gifted characteristics vary based on personal experiences, beliefs, and cultural backgrounds. Although some teachers observed differences specific to their students of color, overall, teachers articulated similar characteristics among gifted students, including high motivation, strong written expression, creativity, logical thinking skills, high levels of knowledge, and leadership among their peers.

The study also examined how the varying perceptions of giftedness influenced identifying and referring students of color to gifted programming. Age seemed to be a more significant factor than the teacher’s background in the likelihood of a teacher considering ethnicity during the identification process. Teachers with more years in the classroom were less likely to consider ethnicity. In contrast, those with fewer than 15 years of classroom experience recognized cultural differences in their students and acknowledged their impact on their education. These teachers cited systemic racism as one factor that necessitated considering ethnicity during the identification process.

Finally, the study identified teachers' strategies for identifying students for gifted education programs. Many teachers relied on students’ skills, classroom performance, and testing data, but several teachers desired more specific training and the tools to identify giftedness in their students. Several teachers also emphasized the need for a more holistic approach to gifted identification that considered written products, creativity, communication skills, and thinking processes.

The research shed light on classroom and gifted teachers' varying experiences and perspectives in the gifted identification process. The findings underscore the need for improved teacher training, a revision of identification measures, and a holistic approach that considers diverse skills and backgrounds. Ultimately, this study aimed to contribute to developing strategies that promote the equitable representation of students of color in gifted education programs.

Disciplines

Disability and Equity in Education | Education | Educational Leadership | Gifted Education | Special Education and Teaching

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