Date of Graduation
5-2021
Document Type
Thesis
Degree Name
Bachelor of Science Education
Degree Level
Undergraduate
Department
Curriculum and Instruction
Advisor/Mentor
Imbeau, Marcia
Committee Member/Reader
Bell, Karmen
Abstract
The underrepresentation of culturally, linguistically, and economically diverse students is a problem historically researched in gifted and talented programs. This problem largely comes from the way districts identify for giftedness as well as the programming for gifted students. Traditional methods of identification often largely exclude students due to racial or ethnic bias and harsh cut-off scores on tests. This study investigated the current identification procedures of four districts in one state. Additionally, the study addressed programming and how these districts specifically targeted underserved populations within their district. Data were collected through interviews with four District Coordinators from school districts with high populations of culturally, linguistically, and economically diverse students. The study found that despite using best practices in identification, these districts still had underrepresented populations within their gifted and talented programs. More research may be needed to address this issue further.
Keywords
giftedness, identification, underrepresentation, diversity, service learning
Citation
Anderson, M. (2021). A Case Study of Four Districts' Procedures for Identifying and Serving Culturally, Linguistically, and Economically Diverse Gifted and Talented Students in One State. Curriculum and Instruction Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/cieduht/25
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Gifted Education Commons, Service Learning Commons