title: Identifying Hispanic gifted children using the Screening Assessment for Gifted Elementary Students.
abstract: We examined the utility of the Screening Assessment for Gifted Elementary Students (SAGES) for identifying Hispanic gifted students among 162 third through fifth graders, of whom 75% were Anglo-American and 25% Hispanic. Direct discriminant analysis of subscale scores of the SAGES classified 93.2% of the sample as Anglo-American, including 35 of the 41 Hispanic children. This indicated that the subscale scores did not predict group membership. A validation procedure yielded similar results on an independent sample of 25 Anglo-American and 14 Hispanic children. Also, a multivariate profile analysis indicated small score differences between the two groups and reflected similar cognitive processes being assessed. The screening device appears to function fairly within both ethnic groups.
authors.affiliation: Department of Educational Psychology, Texas Tech University, Lubbock 79409-1071.
authors.forename: M K
authors.initials: MK
authors.lastname: Tallent-Runnels
authors.forename: M R
authors.initials: MR
authors.lastname: Martin
mesh_terms: D001077:Aptitude Tests / Q000706:statistics & numerical data*; D002648:Child; D002672:Child, Gifted / Q000523:psychology*; D005260:Female; D006630:Hispanic or Latino / Q000523:psychology*; D006801:Humans; D008297:Male; D011594:Psychometrics; D013781:Texas