Identification of Gifted Students from Underrepresented Populations in Texas

Abstract

Over the past few decades, the numbers and proportions of racially and ethnically diverse students in public schools have dramatically increased. Recent research, however, indicated that in spite of the efforts of states to address barriers in identifying underrepresented populations, the number of gifted students from minority and socio-economically disadvantaged groups remained significantly below their proportion in the general population (Coleman & Gallagher, 1995; Mills & Tlssot, 1995). Unless identification procedures for gifted students from underrepresented populations are broadened, many students will have limited access to gifted programs and will miss the opportunity to develop their minds to the fullest (Awaya, 2001). Promising practices in the identification of gifted students need to be identified and reported so public school administrators have the opportunity to effectively identify racially and ethnically diverse students for gifted programs