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Characteristics
Characteristics
Perhaps the biggest characteristic that all black gifted students face is that they are rarely asked their opinions about their education. This could look like what motivates them, their values, aspirations, or even how others and environments influence their academic and learning experiences (Castellano & Frazier, 2011, p. 99). In a world where educators are trying to meet the needs of each student, that can be difficult if they are not including the voice of the students they are trying to help. Due to the ignorance of their opinions, many students feel devalued and misunderstood because their perspectives are not taken into account when making learning experiences. Similarly, when students do not seem themselves in the curriculum, they can become ambivalent or disengaged from the classroom and content. (Ford et al., 2005, p. 126). In other words, if they cannot see themselves reflected in some capacity, they will be more likely to not be engaged in the material because it does not seem to matter or they cannot find a connection. Most gifted black students wish to be challenged academically, but find that a struggle when teachers undervalue and see them in a negative light (Castellano & Frazier, 2011, p. 119). It is rare to find positive traits and characteristics listed from teachers in regard to this population. For example, it is difficult to find terms such as "competent, resourceful, aspiring, or motivated" listed or used to describe Black students in their academic performances (Castellano & Frazier, 2011, p. 103). This lack of encouraging characteristics leads many black students to fear school instead of embracing it. Bullying and taunting at school are prevalent, and many feel rejected, suspected, stereotyped, invisible, and absent from the curriculum and content they are expected to learn in the classroom (Tomlinson & Borland, 2022, p. 134). These students are aware of the inequality that is prevalent in the school system, and it can have a huge impact on the knowledge, skills, and talents, that these students choose to showcase.
Below is a chart from the Equity in Gifted/Talented Education website which showcases some traditional characteristics of giftedness, cultural filters, how it can be cultural manifested in this population of students, as well as some possible misinterpretations of these characteristics (Giftedness in Cultural Context, n.d., Chart 1)
Effectiveness of Current Programming Options
Effectiveness of Current Programming Options
For most gifted black students, educators tend to lower expectations and water down the instruction, so effective programming is crucial for reinstating their motivation and academic achievement (Castellano & Frazier, 2011, p. 101). However, it is rare that curriculum is made that is both challenging and culturally responsive. Instead there has been an "absence of multiculturalism in gifted education curricula has proven to be a hindrance or inhibitor of learning for many students of color in American public schools" (Ford et al., 2005, p. 126). In other words, creating challenging engaging, and culturally responsive curriculum and programming for these students could result in higher success and more interest in learning. One current option that tends to bring a lot of achievement for this population is the idea of mentors or positive relationships with their teachers. With mentors that take the time to facilitate academic enrichment, as well as teachers who adapt their instruction based on the learning styles of the students, as well as take an interest in them personally as students, can and does encourage the achievement of gifted Black students (Castellano & Frazier, 2011, p. 103). Therefore, the more confidence and interest a teacher shows to a student, the higher the self-confidence will rise in these students, making them more engaged in their learning.
Another option that is highly beneficial for this population is acceleration. Unfortunately, acceleration of black students is an "underdeveloped and underutilized programming and services option in many schools" (Goudelock & Grantham, 2023, p. 251). However, many black students with gifts and talents become bored underachievers, especially when the expectations of teachers remain low and they fail to recommend them for advanced/accelerated programs. Therefore, by using the acceleration model, it would help to maintain interest in the classroom, and challenge these gifted black students, utilizing their gifts and talents in a better way. It is also important to make sure that educators examine the context in which these students will be accelerated in order to ensure social, emotional, and cultural support to ensure that their needs are met (Goudelock & Grantham, 2023, p. 260). Otherwise, these students will continue to be held to low academic expectations and will go misidentified.
Therefore, in order to raise expectations, a potential programming option could be the multicultural education framework by Banks. Similar to Bloom's taxonomy, there are levels of hierarchy. In Level 1, also known as the Contributions Approach, educators focus on discrete elements such as holidays, heroes, etc., of students of color (Ford et. al, 2005, p. 128). However, this level is more so just a quick way for teachers to not know much about a racial/culturally diverse group, and yet somehow integrate their culture into the curriculum. It unfortunately continues to reinforce stereotypes while still discussing people, foods, and cultures that might not seem threatening to the Western, White, culture. In Level 2, the Additive Approach, the content, concepts, themes, and perspectives of students of color are added to the curriculum without changing the overall structure (Ford et al., 2005, p. 128). Nevertheless, it still fails to help students of color view society from diverse perspectives and understand how the histories of the nation's are interconnected. Moving to Level 3, the Transformational Approach, two changes happen. First, the structure of the curriculum changes to enable students to view concepts, issues, events, and themes from the perspectives of students of color. Secondly, the students are provided with the knowledge and skills to better understand the perspectives of students of color, such as empathy (Ford et al., 2005, p. 131). In other words, students of color are finally informed and empowered in the classroom. In the final level, Social Action Approach, teachers help students to make decisions about important social issues and take action to help solve them (Ford et al., 2005, p. 131). This allows students to be provided with the knowledge to take informed action and be proactive in order to participate in social change. Below I have included a PDF that includes two different tables. The first is just an explanation of what students would be doing at each level, whereas the second table is an application of what it would look like to use the Bloom-Banks Matrix in order to get a better understanding of what it could look like in a classroom setting for educators. This helps not only showcase the four levels of Banks' model, but also scaffolds for Bloom's taxonomy to show the different levels of thinking that the students could be doing for each assignment.
Multicultural gifted ed.pdf(Ford et al., 2005, pp. 132-135)
Effectiveness of Identification and Assessment Practices
Effectiveness of Identification and Assessment Practices
Gifted black students face many cultural barriers in regards to identification and assessment tools. This is due to the failure by educators to understand the culture and experiences of Black students, since they rarely ask for their perspectives, values or influences, resulting in the design of inappropriate strategies being applied to assessment and curriculum (Castellano & Frazier, 2011, p. 118). In addition, many educators simply do not know what to look for, preventing many Black students to be identified based on their unique characteristics. Hence yet another example of how much teachers influence has on the success of gifted Black students. A few typical identifying characteristics that gifted Black students showcase could include "heightened emotional expressiveness and sensitivity, improvisation, expressive body language, and humor" (Goudelock & Grantham, 2023, p. 251). The biggest barriers come in the form of the testing/assessment tools used to identify this population. Most intelligence tests have cultural bias, specifically the verbal components of those tests, especially if their strengths could be found in nonverbal areas (Goudelock & Grantham, 2023, p. 257). There are some intelligence tests, however, that have been known to be less culturally biased and more useful in correctly identifying Black gifted students. These include Ravens Coloured, Standard, and Advanced Progressive Matrices, as well as the Matrix Analogies Test-Expanded and Short Form (Patton & Sims, 1993, para 7). Despite these two examples, representation still remains low for this population in identification. Unfortunately it will continue to do so until overreliance on traditional assessment procedures, the use of one dimensional IQ tests, and other norm referenced tests (Patton & Sims, 1993, para 1). Therefore, by creating complete profiles based on multiple criteria, raising expectations, and finding assessment tools that take down the current cultural barriers, representation of Black students could increase in gifted programs.
Below is a map showcasing the percentage of Black Students who attend schools that identify gifted. While many states rank up in the 80-90%, blac students are underidentified for gifted programs on average by 50% (Sparks, 2022, Map 2).
Suggested Practices for Teaching
Suggested Practices for Teaching
Perhaps the most suggested practice for teaching this population is to make them feel as they are an integral part of the plans being made for their learning. This could also look like providing students with opportunities to set their own academic goals, contributing to their idea of having control over their education (Castellano & Frazier, 2011, p. 116). Research also shows that positive relationships between the teachers and students could foster academic achievement in this population (Castellano & Frazier, 2011, p. 103). In addition, educators should have high expectations for gifted Black students and find effective ways to motivate them to do well academically. Just showing the students that they genuinely care about them and will challenge them, will help Black students to be more engaged in the classroom, but have higher self-confidence.
In an article by Cherry Mullaguru, she lays out 5 ways in which educators could better support students of color. They are listed below. (Mullaguru, 2016, paras 5, 9, 13, 16, 19).
Improve access to selective and academically rigorous programs
Promote innovative alternative methods of instruction
Ensure that pedagogy reflects the racial, ethnic, and cultural backgrounds of students of color
End the use of excessive discipline measures against students of color
Improve college match services
In yet another article titled Inside and Outside Gifted Education Programming: Hidden Challenges for African American Students, the authors lay out not only recommendations for teachers, but also school counselors, principals, and parents. Those are all included below:
Recommendations for Teachers
Teachers should help parents understand the potentially negative impact that academic disengagement can have on the academic achievement of students.
Teachers should collaborate with other educators to develop activities aimed at increasing opportunities for gifted and nongifted African American students to interact with one another, such as participation in extracurricular activities, since such opportunities were effective in creating gifted-nongifted African American friendships.
Teachers should participate in professional development training activities that increase their awareness of personal beliefs regarding the potential of African American students.
Teachers should improve teacher-student and student-student relationships.
Teacher should also work proactively with school counselors, principals, and parents to consistently inform gifted and potentially gifted students of the tangible benefits of gifted education programming.
Recommendations for School Counselors
School counselors should collaborate with other educators to develop culturally sensitive gifted education recruitment and retention practices.
School counselors should be proactive about altering all students in their schools to the benefits of gifted education
School counselors should advocate for the infusion of multicultural content in school curricula.
School counselors should advocate for increased opportunities for interaction between gifted and nongifted African American students.
Counselors may try inviting teachers into counseling programming as a means of building rapport
Schools counselors should be vigilant in their attempts to build rapport with gifted African American students.
Recommendations for Principals
Administrators should closely monitor representation in gifted education programs.
Principals should establish times for gifted and nongifted African American students to mingle to help normalize gifted students and to reduce the angst associated with standing out from other students.
Principals should recruit school personnel who have received training to help them recognize and meet the unique needs of gifted African American students, as well as the needs of potentially gifted African American students.
Principals should establish regularly scheduled professional development training sessions for teachers, school counselors, and administrators to increase their understanding of the actions and inactions of gifted African American students, as well as to increase their understanding of the students' experiences both inside and outside the gifted education classroom.
Recommendations for Parents
Parents should advocate on behalf of their children in a variety of ways
Parents should work with educators to normalize visits to the school counselor, who should be well-versed in the benefits of gifted education.
Parents should promote academic engagement to their gifted children.
Parents should play an active role in the recruitment of their child into gifted education programs
Parents should vigilantly reinforce the benefits of gifted education programs to their children.
(Henfield et. al, 2008, pp. 446-448).
In addition, Tomlinson & Borland give multiple pages of fabulous ideas regarding students of color. What is great about their tips, is that while it may focus primarily on things that an educator can do in order to best support these students, there is some overlap that could be applied to parents and caregivers, as well as could be flipped on the other side for the students themselves. It also touches on multiple topics such as behavior, assessments, and learning environments. I have created a slideshow in order to put the information into a smaller setting, rather than listing out the massive list of tips in bullet point format.
(Tomlinson & Borland, 2022, pp. 134-142)
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