Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.

父母在为各种天才儿童识别和培养人才方面发挥着至关重要的作用，但很少有人研究他们与学校和教育领导者相处的经历。为了检查家长对识别和服务多元化天才学生的看法，我们对来自文化、语言和经济背景 (CLED) 和/或被认定为两次特殊 (2E) 的 K-12 儿童的 39 名家长进行了六个焦点小组。主题分析及其六阶段方法用于分析数据。我们发现 (a) 大多数家长支持他们的天才儿童，(b) 教育领导者缺乏促进家长参与的一致和全面的策略，(c) 地区领导不成比例的沟通导致参与工作的效果较差，(d) 某些家长对 GT 的识别仍然存在问题，以及 (e) 前线教育工作者在学校与家庭的双边关系中发挥着关键作用。对研究人员和教育领导者的影响进行了讨论。