Publication Date

2025

Advisor(s) - Committee Chair

Janet Tassell, Mary Evans, Tracy Inman

Degree Program

School of Teacher Education

Degree Type

Master of Science

Abstract

This qualitative study investigates the strategies and processes utilized by six school districts in Kentucky to identify Hispanic English Language Learner (ELL) students for gifted and talented services. Using interviews with gifted and talented coordinators, the research explores how certain Kentucky districts address challenges in traditional identification methods, such as language and cultural biases, through specific tools and practices. Key themes include the limitations of standardized assessments, the significance of professional learning and cultural competency training for educators, and the implementation of inclusive and equitable referral processes. The findings underscore the importance of culturally responsive assessments, local norms, and alternative methods such as teacher nominations and portfolio reviews in recognizing the hidden potential of Hispanic ELL students. Through qualitative analysis, this study provides a deeper understanding of how districts are working to promote equity and diversity in gifted education, offering implications for improving the representation of underrepresented groups in gifted and talented programs.

Disciplines

Education | Elementary and Middle and Secondary Education Administration | Gifted Education | Teacher Education and Professional Development

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