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I teach United States history in a rural high school. In our school, the student population is not very diverse, with 20% identified as African American, 70% as Caucasian, and 10% as Hispanic. In my 6 years of teaching in this setting, I have worked with gifted students in my social studies classes. Teaching these students is a joyful experience; however, I have observed a critical problem. The underrepresentation of gifted Black males within my classes is overwhelming. In my years of teaching within this school district, I can count the number of Black males who have received gifted education services, totaling about three. Although the state of Georgia has adopted a multiple-criteria approach to identification in order to identify and serve more minority students, I have not seen an increase in the number of culturally diverse students receiving gifted education services at my high school. At the current time, there is not a single Black male enrolled in the gifted program. Ford and Grantham (2003) explored the issue of the underrepresentation of culturally diverse students in gifted programs. These scholars called for a change from deficit to dynamic thinking where negative views of culturally diverse students were replaced with high expectations for success. With this change in thinking, schools would expand their views on giftedness, use instruments that are culturally sensitive, identify and serve gifted underachievers, and develop stronger relationships with parents. These efforts would lead to more culturally diverse students being identified and served. As an African American educator of gifted students, I have a personal connection to this issue, and I share my story to help shed some light on the problems facing gifted Black males in schools. My story takes place in Georgia public schools from 1992 to 2002. My father was in the military so my family moved often. Due to his assignments, we lived in Georgia before the change in Georgia's law for gifted identification took place and again, later, following the change in Georgia law. These are my experiences as a student. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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"She's been here before," my mother would exclaim after my daughter would say or do something extraordinary for a child at that particular age. And although I would never say it aloud, I would always ponder, "She does that all of the time, but what makes that special?" Now that I have my own grandbabies, I realize that everything they do is special and extraordinary. That's what makes them grand! But I still find myself asking the question, "When do I know that it's a gift? When do I know that it really is special?Over the years, I have heard that exclamation so many times by my own relatives about the children of our family tree by people in passing, and by parents of my students. And I've come to understand that often this statement is made when children respond with uncommon understanding or knowledge about something. They offer explanations and ask questions about things that appeal to those who are far more advanced in years. I have observed many times during a lesson or read-aloud that some students may exhibit unconcern or disinterest, but during discussion, they demonstrate uncanny understanding—understanding that generated from engagement and making relationships along the way. Obviously, had I reacted on my misperception or misinterpretation, the effects could have had long-standing negative implications. I learned a lot about my daughter from asking the gifted instructor at my school about characteristics of gifted children and from my own reading and investigation. But I believe this knowledge should be readily available to teachers and parents alike. Specifically, all teachers should be educated about giftedness, if not certified, at least to the point of recognizing gifted attributes of students based on unbiased objective data. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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In this chapter, counselors tell the story of Tianna, a gifted Black female who struggles with sibling and family responsibilities and has difficulty connecting with peers because of established cliques. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)
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- Book Section (3)