What factor often leads to under-identification of African American students for gifted programs?

The under-identification of African American students for gifted programs is significantly influenced by a lack of recognition of talent in early education. This factor is critical because early educational experiences shape how students' abilities are perceived and nurtured. If teachers and educational systems do not recognize the diverse forms of talent and the potential of African American students at an early age, these students may not receive the encouragement or opportunities necessary to develop their gifts.

This lack of recognition can stem from various biases or insufficient training in identifying giftedness in different cultural contexts, which might lead to an oversight of students who possess unique talents that diverge from traditional markers of giftedness. Moreover, early education settings often focus on standardized measures of intelligence and performance, which may not holistically capture the strengths of all students, particularly those from underrepresented backgrounds.

In contrast, factors such as stereotypes about ability, less emphasis on creativity, and a lack of resources can contribute to the overall context of under-identification but do not specifically target the critical phase of early talent recognition which is central to identifying gifted students in the first place.