Which factor may contribute to lower standardized test scores in underrepresented gifted populations?

The factor that contributes to lower standardized test scores in underrepresented gifted populations is primarily linked to behavioral issues. Behavior can significantly impact a student’s ability to focus, engage, and perform on standardized assessments. Underrepresented gifted students may experience various social and emotional challenges, which can manifest as behavioral problems in school settings. These disruptions can hinder their test-taking abilities, leading to scores that do not accurately reflect their intellectual capabilities or potential for academic success.

In contrast, while lack of personal interest can affect motivation, it does not necessarily correlate directly with inherent gifted abilities. High socioeconomic status is typically associated with access to resources that support educational achievement, which would not account for lower standardized test scores. Preference for academic challenges, while relevant to the nature of gifted students, does not directly influence test scores in a negative manner; rather it usually suggests a desire for deeper engagement in learning opportunities. Therefore, behavioral issues stand out as a significant factor in the context of standardized test performance.