| Bias with regard to English Language Learner (ELL) status and interpretation of Full Scale Intelligence Quotient (FSIQ) cutoffs were examined in relation to school psychologists' referral of students who are culturally and linguistically diverse (CLD) to gifted education programs. School psychologists were more likely to refer a monolingual, Caucasian student with a FSIQ of 140 compared to an ELL, Spanish student with a slightly different profile with a FSIQ of 125. In contrast, school psychologists did not demonstrate bias in referral rates of two identical profiles of a monolingual and ELL student who both presented with a FSIQ of 125. Additionally, the present study found that the Wechsler battery along with FSIQ cutoffs were most often used in determining intellectual giftedness. The present study also found that graduate training focused less on gifted education than multicultural issues. Together, these findings suggest that identifying intellectual giftedness in students who are CLD lacks much attention.;Keywords: gifted education, English language learner, culturally and linguistically diverse. |
