Which two groups are frequently under-identified in gifted education programs?

The choice indicating females and minorities as frequently under-identified in gifted education programs is correct due to several factors.

Historically, gifted programs have centered around traditional indicators of talent, such as standardized test scores and academic performance, which may not adequately reflect the potential of females and minorities. Girls often face societal stereotypes and expectations that can hinder their acknowledgment as gifted, despite having the same, or even higher, abilities in certain areas compared to their male peers. This is often referred to as the "gender gap" in identification.

Meanwhile, minority students frequently face systemic barriers that affect their access to advanced educational opportunities. Cultural biases in testing and teaching methods may limit their chances of being recognized for their giftedness. Additionally, there may be fewer resources available in schools serving minority populations, which can affect the identification process. Consequently, both females and minorities are at risk of being overlooked in gifted education programs, highlighting the need for more inclusive identification practices.