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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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In this chapter, the authors go beyond twice exceptional (2e) by taking into account the intersection of giftedness, disability, and cultural identities that can significantly shape the experience of students in school. The authors illustrate the importance of this intersection through a case study of a high-ability African American student with a learning disability, and they discuss the academic, personal/social, and career implications for bringing out the best in culturally diverse 2e students. The authors also offer practical solutions and strategies for teachers and school counselors to collaborate with families to promote the student success of 2e students with multiple identities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)
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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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- Book Section (1)
- Journal Article (2)
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Entre 2000 y 2026
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Entre 2010 y 2019
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- 2018 (1)
- Entre 2020 y 2026 (2)
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Entre 2010 y 2019
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