Unleashing Potential: The Underrepresentation of Hispanic ELLs in GT Programs

Outline

My presentation will include my research key findings included:
(1) a need to be inclusive of ELLs’ families, (2) attending to unconscious bias,
(3) a need for professional development,
(4) a need for increased fidelity and GT identification process review and restructure,
(5) transparency and disparities of GT programs.

The audience will participate by sharing their own experiences with ELLs in GT. They will be able to ask questions and concern within their own classrooms or schools and potentially come up with plan of action.

10 minutes or less in each key finding

Supporting research

Warne, R. T., Anderson, B., & Johnson, A. O. (2013). The impact of race and ethnicity on the identification process for giftedness in Utah. Journal for the Education of the Gifted, 36 (4), 487-508.

Nichol, K. P. (2013). English language learners and gifted identification: Exploring the perceptions of teachers and parents (Doctoral dissertation). Retrieved from https://search.proquest.com/docview/1459519079.

National Association for Gifted Children. (2018). A brief history of gifted and talented education. Retrieved from http://www.nagc.org/resources-publications/resources/gifted-education-us/brief-history-gifted-and-talented-education.

Mun, R. U., Hemmler, V., Langley, S. D., Ware, S., Gubbins, E. J., Callahan, C. M., McCoach, D. B., & Siegle, D. (2020). Identifying and serving English learners in gifted education: Looking back and moving forward. Journal for the Education of the Gifted, 43(4), 297–335.
https://doi.org/10.1177/0162353220955230.

Lara-Alecio, R., Irby, B., & Walker, M. V. (1997). Identification of Hispanic, bilingual, gifted students. Texas Association for the Gifted and Talented, 17(2), 20-25.

Lara-Alecio, R., & Irby, B. (2000). The culturally and linguistically diverse gifted. New York, NY: John Wiley.

Esquierdo, J.J. (2006). Early identification of Hispanic English language learners for gifted and talented programs (Doctoral dissertation). Retrieved from http://oaktrust.library.tamu.edu/bitstream/handle/1969.1/3944/etd-tamu-2006A-EPSY-Esquier.pdf?sequence=1&isAllowed=y.

Esquierdo, J.J., & Arreguín-Anderson, M. (2012). The invisible gifted and talented bilingual students: A current report on enrollment in GT programs. Journal for the Education of the Gifted. 31(1), 35-47.

Esquierdo, J., Irby, B., & Lara-Alecio, R. (2008). Initial screening for gifted and talented programs: Increasing participation of Hispanic English language learners. Tempo: Texas Association for the Gifted and Talented, 28(2), 25-29.