Teachers' Beliefs About Culturally, Linguistically, and Economically Diverse Gifted Students: A Quantitative Study

Abstract

This study investigated teachers' beliefs about culturally, linguistically, and economically diverse (CLED) gifted students. The newly developed Teachers' Beliefs About Culturally, Linguistically, and Economically Diverse Gifted Students Survey was administered to a stratified, random sample of 4,000 teachers from eight states. Three hundred and eight responses (7.7% response rate) were received. Respondents believed that it would benefit gifted programs if CLED students were included and above-average abilities were found in all economic strata and cultural groups and that IQ and standardized tests do not accurately reflect the abilities of CLED students. Through multivariate analyses of variance, significant group differences were found on two factors of the survey based on whether respondents worked in states with mandates for gifted education or not.

Keywords:

• CLED
• diverse
• epistemology
• gifted
• gifted programming
• identification
• survey
• teachers' beliefs
• underrepresentation

Additional information

Notes on contributors

Catharina F. de Wet

Dr. Catharina F. de Wet was a talented researcher and scholar. As her former doctoral advisor, colleague, and friend, I always treasured my opportunities to work with her on research studies for The National Research Center on the Gifted and Talented at the University of Connecticut. She sought the best educational opportunities for students of all ages and with her creative spirit, Catharina was able to make learning a joyful experience for everyone.