Theses and Dissertations

Date of Award


Document Type


Degree Name

Master of Education (MEd)


Bilingual Education

First Advisor

Dr. J. Joy Esquierdo

Second Advisor

Dr. Christian E. Zúñiga

Third Advisor

Dr. Isela Almaguer


This qualitative study examined the possible reasons behind the underrepresentation of Latino students in gifted and talented programs. This study investigated four South Texas school districts and their gifted and talented program matrices, by examining the manuals used to explain and describe the assessments that identify Latino students in gifted and talented programs. A matrix is a design based on a criterion that a school will use to identify gifted students. Carrillo’s (2013) Mestiz@ Theory of Intelligences (MTI) was used to analyze the manuals of the assessments most commonly used by the school districts to identify Latino students and were studied to find if the local practices aligned with MTI framework. The MTI framework consists of seven intelligences that working Latinos portray and are usually not identified through mainstream classrooms. The impact the school districts’ assessments weight within the matrices have on identifying Latino students was also analyzed. The assessment manuals include Iowa/Logramos (Achievement), Renzulli-Hartman, (Teacher Observation) and Naglieri Nonverbal Ability, NNAT-2 (Non-Verbal Intelligence).


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