Exploring the Role Teacher Perceptions Play in the Underrepresentation of Culturally and Linguistically Diverse Students in Gifted Programming

Abstract

This qualitative study explored the role teacher perceptions play in the underrepresentation of culturally and linguistically diverse (CLD) students in gifted programming. Purposeful sampling was used to select six interview participants with at least 5 years of teaching experience. Each participant took part in two semistructured interviews over a 3-month period. Interviews were transcribed and analyzed using Auerbach and Silverstein’s highly structured analytic method. The findings indicate that “the language barrier” and the overemphasis on standardized testing contribute to the underrepresentation of CLD learners in gifted programming. In addition, the researcher identified a need for increased collaboration among educators during the gifted referral and identification processes as well as professional development to raise awareness about the issue of underserved populations in gifted education.