Abstract
Purpose. The purpose of this qualitative collective case study was to explore the perspectives of successful teachers in the identification of culturally diverse students for the Gifted and Talented Education program. It was designed to explore teacher perspectives on (a) identification practices, (b) professional development opportunities, (c) the role of cultural proficiency, and (d) district funding sources, policies, and procedures. Methodology. A qualitative case study was used to determine teacher perspectives of gifted and talented culturally diverse students. Using a qualitative analysis approach, data were gathered to determine themes and patterns describing elementary teachers' perspectives to improve student placement. Findings. Identification of culturally diverse students for the gifted and talented program is a problem. Teachers shared strategies, practices, and recommendations to provide additional opportunities for gifted placement. Conclusions. Elementary teachers identified practices designed to provide multiple ways of identifying culturally diverse gifted students for the Gifted and Talented Education program. Placing diversely gifted students and serving them will promote educational equity and create excellence among all students. Recommendations. Additional research could focus on an expanded sample of urban and rural school district elementary teachers and professional development opportunities to increase identification strategies for gifted and talented students. Adding to the body of research will increase understanding of how to increase the numbers of culturally diverse students in gifted education.