Identification of English Learner Gifted From Parents' Perspective: Challenges and Recommendations

• In Event: 42.076 - Talent Ignored: Investigating the Underidentification of English Learners for Gifted Programs

Abstract

Objectives/Purpose

School-family partnerships, while shown to be beneficial for all students, might be particularly beneficial for gifted English language learners since schools have struggled to identify these students due to language and cultural barriers (Nichol, 2013). Therefore, the goal of the current study is to explore how parents of gifted English Learners (ELs) understand the identification process.

Perspectives

Strong school-family connection and engagement can result in higher achievement, more consistent attendance, and better social skills for students (Epstein, Galindo & Sheldon, 2011). Moreover, parental involvement could also help mitigate the unique challenges that ELs may experience such as linguistic discontinuity, discrimination, and cultural differences between home and school environments (Cropper, 1998). Research has also demonstrated the benefits for parents and teachers: parents feel more efficacious in guiding their children through school and more prepared to deal with student challenges; while teachers gain a better understanding of the family’s goals for their children and experience greater job satisfaction (Li & Hung, 2012).

Methods

Data Sources/Sampling
Data consisted of 14 focus group interviews, field notes, and gifted program plans. Data was collected in 14 elementary and middle schools across 8 school districts in three states. Schools’ percentage of students eligible for free and reduced lunch ranged from 55% to 99%, while percentage of EL ranged from 19% to 77%. The majority of schools were located in large suburbs or large cities. Group participants ranged from 1 to 14 parents of students who were identified as gifted English language learners by school staff.

Analysis

We reviewed transcripts for trends and then selected six using a form of maximum variation sampling where a sample is chosen that includes a wide range of diversity related to the phenomena of interest (Merriam, 2009). The sample reflected variation in location, group size, school type, languages, and SES. We analyzed data inductively through the constant comparative method to identify patterns in the data (Glaser & Strauss, 1967) and followed the three phases of coding, open, axial, and selective (Corbin & Strauss, 2007). Final codes were decided through consensus.

Results and Discussion

Overwhelmingly, parents reported language as a barrier to identification. Early identification was noted as a challenge: while young children may exhibit promising verbal abilities such as early language acquisition in their first language or advanced skills in areas such as math, they were overlooked due to lack of English fluency. Parents also reported trouble in understanding the identification process, partly because of language barriers impeding communication with school personnel. Parents were minimally involved in the identification process, often only contacted to fill out consent forms. Teachers acted as gatekeepers in the process, usually initiating the process and providing information regarding decisions.
While bilingualism is a beneficial ability, evidence from this study suggests that EL status is problematic in the context of gifted program identification. A disconnect exists between schools and EL parents and teachers play vital roles in bridging the gap. Educator and parent partnerships should be cultivated for the success of identifying and serving EL students.

Authors

• Rashea Hamilton, University of Connecticut - Storrs

• Rachel U Mun, University of North Texas