This study sought to determine if teacher perceptions play a role in the referral of culturally and linguistically diverse students to gifted-and-talented programming. There is a deficit of African American, Hispanic, English-language-learner, and low-income students in the gifted-and-talented program at a fifth- and sixth-grade campus in a growing region of Texas. Teachers were surveyed, observed, and interviewed to determine how they perceive the needs of gifted students and what attributes they look for when referring a student for gifted examination. The study found that teachers have a positive view of gifted students and the gifted-and-talented program. They also know what traits to look for in gifted students. The data revealed that teacher referrals are not the reason for gaps in the gifted-and-talented program at the intermediate school of study. The next step is for the campus staff to grow its cultural competence and proficiency. The more knowledge gained on culturally and linguistically diverse students, the more teachers can apply this knowledge in their classes--to the end of providing learning opportunities for culturally and linguistically diverse students and working to lessen the gaps in representation in the gifted-and-talented program.
