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Demystifying the Perceptions of Gift...

McClellan Barba, Loyda Mercedes.

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Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student./
Author:	McClellan Barba, Loyda Mercedes.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	204 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30632438
ISBN:	9798380077583

Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student.
McClellan Barba, Loyda Mercedes.

Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 204 p.

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (D.E.)--Charleston Southern University, 2023.

This item must not be sold to any third party vendors.

The purpose of this phenomenological study was to explore and investigate teachers' perceptions of giftedness in culturally and linguistically diverse students (CLD) as a factor that causes the lack of access for these students to gifted pedagogy. The theory guiding this study was Culturally Responsive Teaching. The central research question was "Does English language proficiency in culturally and linguistically diverse students influence teachers' perceptions of potential referrals to gifted and talented programming?" The sub-questions of the study were, "What are the perceptions of teachers about the characteristics that culturally and linguistically diverse students need to exhibit to be identified as gifted and talented?" and "How do teachers' perceptions of giftedness influence their decision to refer culturally and linguistically diverse students to gifted and talented programming?" To respond to these questions and to identify patterns in the teachers' perspectives, beliefs, and attitudes, the researcher conducted a qualitative study including open-ended questions from a survey and a semi-structured interview. The participants were ten elementary school teachers from the same public school district in South Carolina. The results of the study revealed that teachers' decisions to refer CLD students to gifted and talented programming are influenced by teachers' stereotypical assumptions associated with the background and language proficiency of CLD students. These assumptions and the lack of teachers' intercultural competence intertwine in a systematic restriction of access for CLD students to gifted programming. In addition, the researcher identified a need for teachers to be exposed to relevant training on the characteristics of gifted CLD students, and a need for effective communication and collaboration among home, school, and district personnel. This research study attempted to serve as a catalyst for change and reflection about the effects that potential{A0}biases can have on the chances that CLD students may have for being referred to a gifted program.

ISBN: 9798380077583Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Talented education

Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student.
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520 $a The purpose of this phenomenological study was to explore and investigate teachers' perceptions of giftedness in culturally and linguistically diverse students (CLD) as a factor that causes the lack of access for these students to gifted pedagogy. The theory guiding this study was Culturally Responsive Teaching. The central research question was "Does English language proficiency in culturally and linguistically diverse students influence teachers' perceptions of potential referrals to gifted and talented programming?" The sub-questions of the study were, "What are the perceptions of teachers about the characteristics that culturally and linguistically diverse students need to exhibit to be identified as gifted and talented?" and "How do teachers' perceptions of giftedness influence their decision to refer culturally and linguistically diverse students to gifted and talented programming?" To respond to these questions and to identify patterns in the teachers' perspectives, beliefs, and attitudes, the researcher conducted a qualitative study including open-ended questions from a survey and a semi-structured interview. The participants were ten elementary school teachers from the same public school district in South Carolina. The results of the study revealed that teachers' decisions to refer CLD students to gifted and talented programming are influenced by teachers' stereotypical assumptions associated with the background and language proficiency of CLD students. These assumptions and the lack of teachers' intercultural competence intertwine in a systematic restriction of access for CLD students to gifted programming. In addition, the researcher identified a need for teachers to be exposed to relevant training on the characteristics of gifted CLD students, and a need for effective communication and collaboration among home, school, and district personnel. This research study attempted to serve as a catalyst for change and reflection about the effects that potential{A0}biases can have on the chances that CLD students may have for being referred to a gifted program.
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