Date of Award
Child, Family and School Psychology
alternative identifying tools for gifted education, multicultural gifted education, multicultural gifted parent advocacy, parent perception of giftedness
The primary purpose of this study was to develop a psychometrically sound scale to investigate the perception differences of giftedness between parents of various culturally and linguistically diverse backgrounds. Historically, schools adopt the early definition of giftedness that is presented, too narrowly focusing only on intelligence and achievement tests (Baldwin, 2005). This phenomenon has led to minority students, particularly Black and Hispanic, being significantly underrepresented in gifted programs (Naglieri & Ford, 2003). Environmental factors, such as socio-economic status and parent education levels, significantly impact these marginalized populations. The Parent Perception of Giftedness Scale (PPGS), grounded in Spearman and Gardner's theory of intelligence presenting both traditional and non-traditional characteristics of giftedness, along with Kingore's (2004) conceptual framework of high achievers, were used to examine these factors. The survey aimed to identify which characteristics are endorsed by pre-school parents and analyzed the survey responses to see if any significant differences emerged by race, parent education level and socio-economic status. An exploratory factor analysis (EFA) and analysis of variance (ANOVA) were used to determine significant differences that emerged between these variables and their perception of giftedness. This study helps develop awareness for schools and parents of how giftedness is manifested in a variety of ways and allows us to begin to work on reducing the racial disproportionality of students that exists in gifted education.
Waheed, Amber, "Assessing the Perceptions of Giftedness in Parents of Culturally and Linguistically Diverse Students" (2014). Electronic Theses and Dissertations. 679.
Recieved from ProQuest
Gifted education, Multicultural education