Representation of Linguistically Diverse Students in Gifted and Talented Services: 2006–2019 Tennessee Trends

IF 4 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2025-12-20 DOI:10.1177/00169862251387659

Jeannette Mancilla-Martinez, Min Hyun Oh, Elizabeth Zagata, Jiaxin Jessie Wang

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Abstract

Students from homes where a language other than English is used—formally known as non–English-language background (NELB) students in schools—have historically been viewed as an “at-risk” group. Their persistent underrepresentation in gifted programs warrants research on their intellectually gifted (IG) representation to ensure that they receive the necessary support regardless of language backgrounds. We describe NELB students’ IG representation and explore their likelihood of IG representation (2006–2019) by language status (Current English learner [EL], Former EL, and Never EL). Results showed variability in IG representation and placement likelihood. Notably, compared with native English speakers (NES), (1) Never ELs were consistently more likely to have IG status, (2) Former ELs were generally similarly or less likely to have IG, and (3) Current ELs consistently less likely to receive IG services. Findings contribute to the understudied area of NELB students’ representation in IG programs and offer nuanced insight by language status.

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语言多样性学生在资优服务中的代表性：2006-2019年田纳西州趋势

来自非英语家庭的学生——在学校正式称为非英语背景（NELB）学生——历来被视为“高危”群体。他们在资优项目中的持续代表性不足，需要对他们的智优（IG）代表性进行研究，以确保他们无论语言背景如何都能得到必要的支持。我们描述了东北理工学院学生的IG表征，并通过语言状态（当前英语学习者[EL]，以前英语学习者和从未英语学习者）探讨了他们的IG表征可能性（2006-2019）。结果显示IG的表现和放置可能性存在差异。值得注意的是，与以英语为母语的人（NES）相比，(1)从未有过的ei更有可能拥有IG状态，(2)以前的ei通常相似或不太可能拥有IG状态，(3)现在的ei一直不太可能接受IG服务。研究结果有助于了解东北理工学院学生在IG项目中的代表性，并提供语言状况的细微见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.