Teachers' Beliefs About Culturally, Linguistically, and Economically Diverse Gifted Students: A Quantitative Study

This study investigated teachers' beliefs about culturally, linguistically, and economically diverse (CLED) gifted students. The newly developed Teachers' Beliefs About Culturally, Linguistically, and Economically Diverse Gifted Students Survey was administered to a stratified, random sample of 4,000 teachers from eight states. Three hundred and eight responses (7.7% response rate) were received. Respondents believed that it would benefit gifted programs if CLED students were included and above-average abilities were found in all economic strata and cultural groups and that IQ and standardized tests do not accurately reflect the abilities of CLED students. Through multivariate analyses of variance, significant group differences were found on two factors of the survey based on whether respondents worked in states with mandates for gifted education or not.