Poster Session I
Project Type
Poster
Faculty Mentor’s Full Name
Dr. Anisa Goforth
Faculty Mentor’s Department
Psychology
Abstract / Artist's Statement
The underrepresentation of bilingual students and students from diverse cultural backgrounds in gifted education programs remains a persistent equity concern in the United States. As of 2021, 10% of public school students were emerging bilinguals, yet they comprise only 3% of gifted education classrooms (Serrano, 2019). This disparity highlights systemic barriers in identification and placement practices.
This presentation will provide a comprehensive review of research on gifted identification practices and their impact on emerging bilinguals, with the goal of promoting increased equity in education and improving understanding of how better practices can be implemented.
Sources include peer-reviewed journal articles from 2016-2026 addressing gifted education identification, bilingual assessment, and culturally responsive practices.
Findings across studies indicated that current testing procedures of emerging bilinguals limit the number of students identified for gifted programs (Shen, Sankofa, & Mun, 2025). Scholars argued that implementing testing procedures designed for bilingual students, such as the use of portfolios, testing in native language, and parent and administrator interviews (Vasquez, 2021). Research also explores practitioner preparation and cultural competence, including bilingual training experiences in school psychology (Vega & Plotts, 2020), district-level identification strategies (Jackson, 2026), and disparities affecting Hispanic English learners (Trejo, 2023).
Overall, the literature suggests systemic assessment bias contributes to inequitable gifted identification. Understanding the current systems in place is essential to promoting equity in gifted education and further strengthening effective placement and education strategies.
Category
Social Sciences
Representation and Placement of Emerging Bilinguals in Gifted Education
UC South Ballroom
The underrepresentation of bilingual students and students from diverse cultural backgrounds in gifted education programs remains a persistent equity concern in the United States. As of 2021, 10% of public school students were emerging bilinguals, yet they comprise only 3% of gifted education classrooms (Serrano, 2019). This disparity highlights systemic barriers in identification and placement practices.
This presentation will provide a comprehensive review of research on gifted identification practices and their impact on emerging bilinguals, with the goal of promoting increased equity in education and improving understanding of how better practices can be implemented.
Sources include peer-reviewed journal articles from 2016-2026 addressing gifted education identification, bilingual assessment, and culturally responsive practices.
Findings across studies indicated that current testing procedures of emerging bilinguals limit the number of students identified for gifted programs (Shen, Sankofa, & Mun, 2025). Scholars argued that implementing testing procedures designed for bilingual students, such as the use of portfolios, testing in native language, and parent and administrator interviews (Vasquez, 2021). Research also explores practitioner preparation and cultural competence, including bilingual training experiences in school psychology (Vega & Plotts, 2020), district-level identification strategies (Jackson, 2026), and disparities affecting Hispanic English learners (Trejo, 2023).
Overall, the literature suggests systemic assessment bias contributes to inequitable gifted identification. Understanding the current systems in place is essential to promoting equity in gifted education and further strengthening effective placement and education strategies.