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 | |
| Publication status | Published - 2016 |
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Keywords
- ethnicity
- gender
- gifted
- Kazakhstan
- socioeconomic status
- teacher referral
ASJC Scopus subject areas
- Education
Cite this
Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan. / Hernández-Torrano, Daniel; Tursunbayeva, Xeniya.
In: High Ability Studies, Vol. 27, No. 2, 2016, p. 165.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan
AU - Hernández-Torrano, Daniel
AU - Tursunbayeva, Xeniya
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
KW - ethnicity
KW - gender
KW - gifted
KW - Kazakhstan
KW - socioeconomic status
KW - teacher referral
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UR - http://www.scopus.com/inward/citedby.url?scp=84949209348&partnerID=8YFLogxK
U2 - 10.1080/13598139.2015.1108187
DO - 10.1080/13598139.2015.1108187
M3 - Article
AN - SCOPUS:84949209348
VL - 27
SP - 165
JO - High Ability Studies
JF - High Ability Studies
SN - 1359-8139
IS - 2
ER -