A phenomenological study exploring white teachers’ potential for cross-cultural talent recognition within charter and magnet schools

Abstract

ABSTRACT Research in urban and gifted education has often highlighted the underrepresentation of certain student groups in gifted programs due to factors such as insufficient teacher training and educational quality. However, a significant factor contributing to this underrepresentation is teacher bias. There's a noted tendency of teachers to under-refer Black and Brown students while more easily identifying giftedness in White students. The impact of teacher bias on the identification process, especially against Black and Brown students, is a known challenge. There is limited research on culturally competent teachers who challenge their biases. This pilot study seeks to fill the research gap by exploring the contributions of White teachers who informally identify gifted Black and Brown students in schools without formal gifted identification processes, or where all students are considered gifted. This study delves into these teachers' cultural backgrounds, experiences, and attitudes to understand how they recognize talent in underrepresented groups.