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Discusses the issues of underrepresentation of African American students in gifted education programs and the ways to desegregate gifted programs and redress inequities in this area. Various conditions have led to the underrepresentation of African American students, such as conflicting definitions, faulty identification practices, cultural differences in learning styles, poor parental involvement, and the underachievement often associated with giftedness. The changing demographics and increasing diversity requires redefinition of intelligence, giftedness, and underachievement. Increased multicultural training for teachers, enhanced parental involvement, use of multidimensional and multimodal assessment and retention of African American students in gifted education programs are recommended for reducing underrepresentation and inequities in this area. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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The authors hypothesize that gifted individuals are subject to microaggressions based on their unique characteristics. These microaggressions are perpetuated when gifted individuals are also Black, Hispanic, or low income. Research from the field of gifted education is combined with the counseling and psychology literature to explore the common assumptions that may lead to microaggressions. Multicultural considerations for counseling are discussed through the context of giftedness. Recommendations for counseling culturally different and low‐income gifted students are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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In our experiences as Black caregivers, we are very thoughtful and concerned about the STEM experiences of young Gifted and Talented (GATE) Black and other Students of Color in P-12 and higher education. In both academic settings, Black and Hispanic students are inequitably underrepresented in GATE, college, and Science, Technology, Engineering, and Math (STEM) (Hines et al., 2024a). Why does underrepresentation in such advanced programs exist? There is a myriad of factors, explained herein. In addition to presenting data, we share several barriers, recommendations, and resources. Also important, we highlight a sample of Black boys and girls who are trailblazers in STEM with the goal of explaining how educators can and must foster STEM engagement among all students, GATE Black and minoritized students.
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Using a two-phase content analysis approach, this study examined how education scholars have discussed the intersection of giftedness, race, and poverty in gifted academic journals from 2000 to 2015. Specifically, the authors explored the following questions: (a) What are the characteristics of studies published that explore the intersection of giftedness, poverty, and students of color? (b) How do scholars discuss and theorize about how to recruit and retain gifted students of color who come from families living in poverty? (c) In what ways do scholars discuss the intersection of race and poverty for gifted students of color? Findings indicated that while studies were focused on students of color, there was limited discussion about the impact of race and poverty on the recruitment and retention of gifted students of color who come from families living in poverty. Implications and future research are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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Examines the barriers to the effective recognition of and assistance for gifted Black Americans. These obstacles include inadequate definitions, theories, and identification procedures. Also discussed are rationales for reexamining the current definitions and for broadening the theories of giftedness to make them more applicable to Black Americans. The article concludes with prescriptions for change and a list of considerations for educators, particularly those in urban areas. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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Sternberg’s transformational giftedness theory is visionary given its focus on GATE students being agents of change who use their gifts and talents in meaningful ways to address real issues. The theory merges seamlessly with several multicultural or culturally responsive theories and frameworks/models. We introduce the culturally responsive transformational giftedness model that adds multicultural consideration to Sternberg’s theory, particularly for Black students. This article offers recommendations and presents the model to complement and enhance transformational GATE students and education (e.g., identification and assessment, social-emotional and psychological development, instruction/teaching, and curriculum) via a rigorous culturally responsive framework. Undergirding this model is the notion of “good trouble” which is needed to solve real issues and problems to bring about equitable social and cultural change. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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