Teacher Perceptions of Gifted Hispanic Limited English Proficient Students

Abstract

The purpose of this study was to determine (a) whether teachers' perceptions on the characteristics of gifted students in general differed from their perceptions of gifted students classified as Hispanic limited English proficient (LEP) and (b) whether these perceptions differed based on the teachers' ethnic backgrounds. There were 373 teachers from nine elementary schools in Dade County, Florida, who completed a 34-item Likert-type survey. Randomly, one-half of the teachers in each school received the survey labeled “Gifted Hispanic LEP,” and the other half received the survey labeled “Gifted.” Significant differences were found in responses by survey group and by ethnicity, and no significant interaction was found between group and ethnicity. Both survey groups perceived a similar order of importance for the characteristics. However, relative importance differed significantly in language-related items. There were also significant differences between the groups in the degree to which they rated the characteristics as important.

Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs

“…Without making the identification of ELs for gifted and talented programs a policy initiative, perceptions of gifted students from diverse cultural, linguistic, and economic groups will continue to be influenced by dominant cultural and language groups (Renzulli & Brandon, 2017). More than two decades ago, Fernández et al (1998) warned that biases may exist because of definitional and conceptional issues related to giftedness. The nomination/referral stage may be affected by cultural bias, even if data are gathered from educators from culturally and linguistically diverse groups (Fernández et al, 1998).…”

“…More than two decades ago, Fernández et al (1998) warned that biases may exist because of definitional and conceptional issues related to giftedness. The nomination/referral stage may be affected by cultural bias, even if data are gathered from educators from culturally and linguistically diverse groups (Fernández et al, 1998). Later, Kloosterman (2002) asserted, "Neither cultural difference nor language ability in English should be used as a parameter for excusing the exclusion of students in programs for the gifted and talented" (p. 175).…”

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

“…However, implicit beliefs related to intelligence, giftedness, SES, and language ability may also influence how teachers view the abilities and potential of ELs in their classrooms (Allen, 2017; Carpenter, 2019; Costello, 2017). Eight empirical papers (Allen, 2017; Brice & Brice, 2004; Costello, 2017; de Wet & Gubbins, 2011; Fernández et al, 1998; Harradine et al, 2013; Kitano & Pedersen, 2002; Peterson & Margolin, 1997) and one theoretical/descriptive article (Hughes et al, 2006) considered teacher perceptions as related to identification of and/or services provided for GT ELs.…”

What Language Discourse Tells us about Bilingual Adolescents: A Study of Students in Gifted Programs and Students in General Education Programs

“…However, bilingual language abilities do not seem to be measured or captured in teacher perceptions. Fernandez, Gay, Lucky, and Gavilan (1998) stated that classroom teachers perceived the ability to speak another language the least important trait of students in gifted programs. In their survey of 373 elementary teachers in southern Florida, they found that teachers-even Hispanic teachers-were more certain about characteristics of giftedness in White students than among Hispanic students.…”