The underrepresentation of students from low-income families and of culturally diverse students is a longstanding and pervasive problem in the field of gifted education. Teachers play an important role in equitably identifying and serving students in gifted education; therefore, the Having Opportunities Promotes Excellence (HOPE) Scale was used in this study with a sample of Korean elementary school teachers (n = 55) and their students (n = 1,157). Confirmatory factor analysis and multigroup confirmatory factor analysis results suggested the HOPE Scale shows equivalence of model form, factor loading, and factor variances across different income and ethnic groups. A follow-up interview with teachers (n = 6) revealed they acknowledged the importance of using the HOPE Scale as an additional method for identifying gifted students; however, they indicated less confidence about rating gifted students’ social characteristics compared with academic components in the HOPE Scale.

低收入家庭学生和多元文化学生人数不足是资优教育领域长期存在的普遍问题。教师在公平地识别和服务天才教育中的学生方面发挥着重要作用；因此，在本研究中使用了拥有机会促进卓越 (HOPE) 量表，样本为韩国小学教师 ( n = 55) 及其学生 ( n = 1,157)。验证性因子分析和多组验证性因子分析结果表明，HOPE 量表显示了不同收入和种族之间模型形式、因子负荷和因子方差的等效性。与教师的后续访谈（n= 6) 透露他们承认使用希望量表作为识别天才学生的附加方法的重要性；然而，与希望量表中的学术成分相比，他们对天才学生的社会特征进行评级的信心较低。