2019 WCGTC World Conference

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3.2.14 Validation Study of the HOPE Scale: Identifying Gifted Students from Low-Income and Multicultural Families

Because of the challenges inherent in identifying gifted students from low-income families and those from minority backgrounds, the HOPE (Having Opportunities Promotes Excellence) Scale is designed to more equitably identify students’ giftedness based on teachers’ observations. The students’ HOPE Scale scores were first compared by income and ethnic groups to see whether a true difference exists; then confirmatory factor analysis as well as multilevel confirmatory analysis were conducted to see construct validity evidence (N=1157). To see the association with other variables (e.g., reading and math scores), structural equation modeling was added along with interview data (N=6) from teachers who shared their opinions and perceptions regarding gifted students from low-income and multicultural families.

Author(s):

Hyeseong Lee
lee2417@purdue.edu
Purdue University
United States

   

Hyeseong Lee is a doctoral student in Gifted education at Purdue University with Dr. Marcia Gentry as her advisor. She is a graduate assistant at Gifted Education Research & Resource Institute (GERI), and her research interests include topics related to talent development, young gifted learners, career development, and underserved population in gifted education. Prior to her doctoral study, she worked as an elementary and preschool teacher both in Korea and United States. Her prior education includes a Master's degree in gifted education at Teacher’s College, Columbia University and a Bachelor's degree in elementary education in Seoul National University of Education.

Marcia Gentry
mgentry@purdue.edu
Purdue University
United States

   

Marcia Gentry is an engaged scholar and has received grants worth several million dollars supporting her work with programming practices and underrepresented populations in gifted education. She actively participates in the field and frequently contributes to the gifted education literature, and regularly serves as a speaker and She spent 11 years as a teacher and administrator in K-12 settings. She was the 2014 recipient of the prestigious NAGC Distinguished Scholar Award.

 



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