What is it about?
This study examines the number of identified gifted students and the number of identified gifted English Language Learners in gifted programs in Texas. These numbers should mirror the same percentages of total students in schools and total English Language Learners. The study shows that the number of identified gifted English Language Learners is not reflective of the total student population of English Language Learners. Therefore, gifted English Language Learners are underrepresented in gifted programming.
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Why is it important?
Our findings draw attention to the underrepresentation of English Language Learners in gifted programming. This awareness is important because the student populations of schools are experiencing a significant increase in the number of English Language Learners. The field of gifted education needs to take steps to increase the numbers of identified English Language Learners.
Perspectives
I am hopeful that by bringing awareness to the underrepresentation of Gifted English Language Learners, it will be a catalyst for change. It is my desire to be apart of this change, and to help develop guidelines for increasing the identification of and servicing of Gifted English Language Learners. Living in South Texas, on the border for 7 years inspired this research passion. I hope this article motivates you to be a catalyst of change.
Katie Lewis
York College of Pennsylvania
Read the Original
This page is a summary of: The Disproportional Representation of English Language Learners in Gifted and Talented Programs in Texas, Gifted Child Today, September 2017, SAGE Publications,
DOI: 10.1177/1076217517722181.
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