The Relationship Between Teachers' Levels of Cultural Competence and the Nomination of Culturally and Linguistically Diverse Students for Gifted Identification

• In Event: 65.047 - Preservice and In-Service Teachers in Schools: Issues of Equity, Race, Class, and Culture

Abstract

This study examined the extent teachers’ levels of cultural competence is a factor in the gifted nomination of culturally and linguistically diverse (CLD) students. Additionally, a comparison of teacher self-assessed perceptions of their cultural competence to the various factors of gifted identification. While there were no statistically significant differences found, results indicated other important factors for consideration. Teachers were generally high on the cultural competence continuum. An overwhelming majority of the teachers believed themselves to be culturally competent. However, subscale scores in institutionalizing cultural knowledge and interacting with CLD students were lower when compared to other subscale scores. This has practical implications for the ongoing dichotomy of culture and achievement, teacher preparation, and professional practice.

Authors

• Patrice C. Wilson, Chesterfield County Public Schools

• Charol Shakeshaft, Virginia Commonwealth University