Comparing Gifted and Nongifted African American and Euro-American Students on Cognitive and Academic Variables Using Local Norms

Abstract

A total of 47 gifted and nongifted African American and Euro-American elementary students were rated by their teachers on a multidimensional instrument developed to minimize language considerations and to rely on local norms (Universal Multiple Abilities Scales [UMAS; McCallum & Bracken, 2012a]). Results from two factorial MANOVAs revealed no significant composite mean differences between African American and Euro-American students. There was a significant difference in scores based on placement, with gifted students scoring higher on the composite mean from the three general aptitude subscales and the composite mean from the three academic aptitude subscales. There were no interaction effects for Placement × Race. A discriminant function analysis created by the six subscales of the UMAS resulted in 76.70% of participants correctly classified as gifted or nongifted. Results suggest use of multidimensional scales that minimize language and relies on local norms may be useful for identifying gifted students in traditionally underrepresented groups.