Abstract
The purpose of this research study was to investigate the factors that influence prospective teachers’ referral decisions for gifted students. Participants were 178 fourth grade prospective teachers. Data were collected via Student Profiles Survey which includes 11 different profiles, and participants were asked to rate each profile on a 4th Likert scale. Multiple factors analysis of variance was used to analyze the interaction effect of participants’ profile rates between their demographic properties and student characteristics embedded in profiles. Findings revealed that prospective teachers’ referral decisions were influenced by their gender, having a relative/being familiar someone identified as gifted, having observed a gifted student and students’ gender, subject, area of passion, length of passion, ability(math/reading), organization, attention, emotion, economic status and family history in gifted education. In conclusion, participant prospective teachers’ have possession of stereotypical views and prejudgments, and these influenced them being biased in their referral decisions. Besides, having taken only the special education course seemed to be insufficient to help prospective teachers in meeting with characteristics of gifted students. A number of recommendations for practice and future research were developed in parallel with research conclusion.
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