Classroom Quality in a Talent Development Enrichment Program as Experienced by 5th and 6th Graders from Diverse Backgrounds

Program developers aim to provide all students with the best educational experience. However, this can be challenging due to many personal and external factors shaping one's perception (Jen et al., 2017). This study examined how students' perceptions of classroom quality, as measured by the Student Perceptions of Classroom Quality (SPOCQ: Wu et al. 2018) survey, differ by gender, cultural background, represented by domestic/international status, and course type (STEM vs. Arts & Humanities). Findings revealed that international students rated the dimensions of Choice and Meaningfulness significantly higher than domestic students. No significant differences in classroom quality perception were observed by gender or course type.