Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan

Daniel Hernández-Torrano; Xeniya Tursunbayeva

doi:10.1080/13598139.2015.1108187

Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan

Daniel Hernández-Torrano, Xeniya Tursunbayeva

Graduate School of Education

Research output: Contribution to journal › Article › peer-review

4 Citations (Scopus)

Abstract

The purpose of this experimental, vignette study was to analyze whether certain demographic characteristics of students (i.e. gender, ethnicity, and socioeconomic status) influence secondary education teachers in referring students for gifted services in Kazakhstan. A sample of 132 teachers were randomly assigned to one of eight profiles describing a typical gifted student with particular demographics and requested to indicate how strongly they believed the student should or should not be recommended for gifted services. Results evidenced that gender, ethnicity, and SES did not influence the Kazakhstani teachers’ referrals. The implications of teacher nominations in students’ identification for gifted programs and the discussion on the role of gifted education as perceived by school teachers in Kazakhstan and elsewhere are provided.

Original language	English
Pages (from-to)	165
Number of pages	13
Journal	High Ability Studies
Volume	27
Issue number	2
DOIs	https://doi.org/10.1080/13598139.2015.1108187 https://doi.org/10.1080/13598139.2015.1108187
Publication status	Published - 2016

Keywords

ethnicity
gender
gifted
Kazakhstan
socioeconomic status
teacher referral

ASJC Scopus subject areas

Education

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