Evidence for the Use of the Gifted Behavior Rating Scales With Hispanic/Latinx Students in K–2

• In Event: 51.070 - Identification and Interventions With Gifted and Talented Populations

Abstract

The Hispanic/Latinx student population is growing rapidly yet remains underserved in gifted programming. One potential reason may be bias present in teacher rating scales used for gifted identification. We examined whether the Gifted Behavior Rating Scale (GBRS) measures gifted behaviors similarly between Hispanic/Latinx and White students and between Hispanic/Latinx and Black/African American students and whether teachers rated students from those racial/ethnic groups differently on the four subscales. The results provide evidence that educators are using the GBRS to measure the same constructs between majority and minority racial groups and between two racial minority groups. Although teachers rated Hispanic/Latinx and Black/African American students similarly, on average, on all subscales, this was not true for all subscales for White and Hispanic/Latinx students.

Authors

• Jill L. Adelson, Duke University

• Rebecca O'Brien, Whitworth University

• Kate E. Snyder, Hanover College

• Brittany Flanery Crawford, University of Louisville