ERIC Number: ED454664
Record Type: RIE
Publication Date: 2001-Apr
Teacher Bias in Identifying Gifted and Talented Students.
This paper explores the impact of teacher bias on identifying students as gifted or talented. It reviews findings from an investigation that developed a series of hypothetical student profiles to assess teacher nomination bias of gifted students. The profiles were also used explore both the interaction of gender with student interests and work habits, and findings from other research on teachers' identification of gifted and talented students. The paper highlights: (1) gender bias in gifted education that indicates teachers are more likely to select profiles in which the student's behavior did not match expected gender stereotypes; (2) how the nature of the student's interests influences classroom teachers and how unexpected interests produce unexpected behaviors that attract attention; (3) the tendency for classroom teachers to focus on student weaknesses rather than student strengths; (4) the fear educators have of misidentifying students and of placing students in gifted and talented classes; (5) the tendency of teachers to focus more on skills associated with academic performance and less on creativity, leadership, and motor skills; and (6) how culture and socioeconomic status influence teacher ratings. Recommendations for educators on how to best avoid identification bias are provided. (Contains 25 references.) (CR)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Council for Exceptional Children (80th, Kansas City, MO, April 18-21, 2001).