According to Frasier (1997), what are the two main issues in identifying culturally and economically diverse students for gifted services?

In Frasier's work from 1997, the focus is on the challenges associated with identifying gifted students from culturally and economically diverse backgrounds. The correct answer highlights two significant issues: disparities in test performance and the effects of cultural, economic, and language differences.

Differences in test performance are critical because traditional assessments may not accurately reflect the abilities of students from diverse backgrounds due to biases inherent in the tests themselves or differences in the experiences that shape their learning. This can lead to under-identification of gifted students who may excel in non-traditional ways that standardized tests do not measure.

Additionally, the effects of cultural, economic, and language differences complicate the identification process. These factors can influence how students respond to assessments, their interactions in the classroom, and their overall engagement with the learning environment. Culturally responsive practices are essential to ensure that identification processes are fair and equitable, allowing for a broader range of talents and abilities to be recognized beyond what might be captured through conventional testing methods.

Understanding these two main issues is vital for educators to develop inclusive identification processes that address the unique needs of culturally and economically diverse students within gifted programs.