Equitable Identification of Gifted Students with the Relationship of Religiosity and Ethical Sensitivity Level of Teachers

Autor/inn/en	Lee, Hyeseong; Wilkins, Martha A.; O'Brien, Ann
Titel	Equitable Identification of Gifted Students with the Relationship of Religiosity and Ethical Sensitivity Level of Teachers
Quelle	In: Gifted Education International, 39 (2023) 1, S.30-46 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hyeseong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/02614294221132957
Schlagwörter	Academically Gifted; Talent Identification; Gifted Education; Ethics; Religious Factors; Teacher Characteristics; Beliefs; Religion; Justice; Racial Differences; Socioeconomic Status; Catholic Schools; Preservice Teachers; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Begabtenanalyse; Talentsuche; Ethik; Belief; Glaube; Gerechtigkeit; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Katholische Schule; Schülerverhalten; Lehrerverhalten
Abstract	As teachers are the gatekeepers in identification procedure, it is crucial to understand how teachers' openness and beliefs may affect the equitable identification. To be specific, we focused on how teachers' level of religious beliefs and ethical sensitivity impact notions of fairness in the identification of gifted students, particularly those from traditionally underrepresented groups. Study participants were 46 teachers who attended a Midwestern Catholic University in the U.S. Based on the results measuring teachers' religiosity, ethical sensitivity, and equitable identification index from vignettes, we found that there were no statistically significant score differences of religiosity and ethics level of teachers when they were divided into two groups, one showing equitable identification versus the other comparatively not. However, the majority of teachers (70%) fairly identified students regardless of their religiosity, ethical sensitivity, school experiences, confidence level serving gifted students, and current academic status when the vignettes had different students' race and family income status information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01