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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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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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- Journal Article (2)