Teachers underrefer culturally and linguistically diverse students for gifted identification¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2013: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Research indicates teachers underrefer culturally and linguistically diverse students due to bias, lower expectations, unfamiliarity with culturally manifest giftedness, and failure to consider disadvantaged circumstances. → Gifted and talented students at risk for underachievement 2008

Evidence¶

Gifted and talented students at risk for underachievement 2008¶

Gifted and talented students at risk for underachievement. (2008). Center for Comprehensive School Reform and Improvement Issue Brief. https://www.centerforcsri.org

q2 · i? · the article prints no effect size for this finding · review · r1

The brief summarizes referral research showing "culturally and linguistically diverse students are not referred for gifted identification to the same extent as other students," and notes even teachers from diverse backgrounds may act on assumptions resulting in underreferral.

"Research on teacher referrals (Donovan & Cross 2002; Frasier, Garcia, & Passow, 1995; Frasier, Hunsaker, et al., 1995) indicates that teachers underrefer culturally and linguistically diverse students because of a number of factors:"

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Teacher expectation bias predicted Dutch secondary students' performance up to five years later, after controls for prior achievement, IQ and motivation, in one large correlational cohort study — the general claim this finding bears on, with the studies behind it
• Cultural and linguistic background influences measured learning and cognitive styles, and should be considered in style assessment — related
• Culturally and linguistically diverse students are underrepresented in gifted identification nationwide — related
• The perception that language minority students bring language disadvantages and knowledge deficiencies from home has too often led to lowered academic expectations for them. — related
• A narrative review, citing Ford (2003), attributes the underrepresentation of culturally and linguistically diverse students in gifted education to identification measures biased toward another cultural background — related
• Fewer than 18% of 136 examined SEL frameworks explicitly reference culture and diversity — related