South African Educators’ Perceptions of Barriers to the Identification of Gifted Black and Second Language Learners

By Joy M. Scott-Carrol.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper reports on results of a replicated study designed to examine educator perspectives on barriers to identifying children from economically disadvantaged and limited English proficient backgrounds as gifted. One hundred and twelve (112) South African educators responded to a 10- item survey. Educators provided perceptions about such items as test bias, teacher training, language issues, students’ home environment, screening processes, teacher attitudes and beliefs about identifying gifted children. Results indicate both similarities and differences to the original Frasier et.al.1995 study. For example, similar to the South African study where eighty-four percent (84%) of the educators perceived language issues as major, test bias was perceived as major in the original study (70%). Likewise, educators from the original study perceived as minor that a barrier to identifying children from economically disadvantaged and limited English proficient backgrounds would be that a limited number of gifted children in these groups can be identified as gifted: thus, 26% and 12% in this study. The findings suggest the need to develop staff development opportunities that address how South African educators can better prepare for and meet the needs of culturally diverse gifted learners.

Keywords: High Achieving Learners, Gifted Learners, Culturally Diverse Gifted Learners, Black and Second Language Learners

The International Journal of Learning, Volume 14, Issue 10, pp.133-142. Article: Print (Spiral Bound). Article: Electronic (PDF File; 556.068KB).

Prof. Joy M. Scott-Carrol

Assistant Professor, Educational Foundations, University of Wisconsin, Whitewater, Wisconsin, USA

Dr. Joy M. Scott is a two-term Visiting Scholar in the School of Education at the University of the Witwatersrand, Johannesburg, South Africa; and Assistant Professor of Educational Foundations at the University of Wisconsin- Whitewater. Her international teaching experience includes teaching a course on the historical, philosophical and practical aspects of identifying and servicing Black and culturally diverse gifted learners. She is also co-founder of International Gifted Education Teachers-Network (IGET-Network). IGET-Network is comprise of South African and American educators, school administrators, educational psychologists, researchers, scholars, community leaders and parents dedicated to helping classroom teachers recognize and nurture the exceptionalities of culturally diverse gifted learners. Dr. Scott earned her Bachelors of Science degree in psychology from Creighton University in Omaha, Nebraska and Doctorate of Philosophy degree in Educational Leadership and Policy Studies from Loyola Universit Chicago.

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