Gifted—Through Whose Cultural Lens? An Application of the Postpositivistic Mode of Inquiry

Abstract

Using a postpositivistic method of inquiry, this study examined themes that emerged in the language of Latino, African American, Native American, immigrant Asian, and low-income Anglo individuals as they nominated individuals for a hypothetical gifted program. Reflected values differed from group to group and differed considerably from those reflected in classroom teachers' language in an earlier study. The researcher theorized that value orientations of mainstream teachers, who make referrals for programs after initial screening procedures, preclude their valuing behaviors deemed valuable by nonmainstream individuals and also inhibit behaviors deemed gifted by teachers. Findings suggest that the mode of inquiry can be useful for those who seek new ways to conceptualize giftedness and who seek to explain phenomena, such as the underrepresentation of nonmainstream groups in gifted education.