Abstract
Underrepresentation of students from low-income families and/or certain ethnic groups has been a persistent worldwide problem in the field of gifted education. Because teachers frequently serve as gatekeepers for students’ participation in gifted programming, their roles in the identification process are critical. In this study, 55 elementary school teachers in South Korea completed a teacher-rating scale (HOPE Scale; Peters & Gentry, 2012a) for all students ( n = 1,157) in their classrooms, including their evaluation of each students’ reading and mathematics talents. Their ratings and talent evaluations were then compared to students’ reading and mathematics achievement scores to determine whether teachers’ ratings promoted more equitable identification of students from underrepresented groups. In addition, we explored the effects of combining various cut-off scores for each assessment for the identification of students from low-income and/or culturally diverse families.
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