Champions of Equity in Education
PACE celebrates some of the many distinguished educators whose work advances inclusionary protocols, practices and policies in gifted education
Alexinia Young Baldwin, Ph.D.
1925 - 2017
Dr. Alexinia Young Baldwin focused on the recognition and development of the academic talents of children from minority groups. Developer of the Baldwin Identification Matrix, she started the first gifted program in the nation for African American students in the then-segregated schools in Alabama. Dr. Baldwin developed one of the first gifted education teacher training programs in New York State and founded NY AGATE, Advocacy for the Gifted and Talented in New York, which annually bestows the Teacher of the Year Award in her name. Dr. Baldwin earned her doctorate at the University of Connecticut, studying with Dr. Joseph Renzulli, creator of the Schoolwide Enrichment Model of gifted education and talent development used by Penfield Schools. She later returned to UConn as a professor and head of the Curriculum Department. Her contributions include a very long list of service in education and civil rights at the state, federal and international levels.
Mary M. Frasier, Ph.D.
1938 - 2005
The pioneering work of Dr. Mary M. Frasier in identifying and teaching students who are underrepresented in gifted education earned her national and international recognition. A researcher, scholar and advocate, Dr. Frasier designed the Frasier Talent Assessment Profile for assessing the gifts and talents of low-income and minority children, and founded the Torrance Center for Creativity and Talent Development at the University of Georgia, one of the nation’s top centers for expertise in gifted education. Dr. Frasier earned her doctorate at the University of Connecticut and counted Dr. Joseph Renzulli as the person most influential to her work. The Georgia Association for Gifted Children annually awards the Mary M. Frasier Excellence and Equity Award for outstanding achievement in practices that promote equitable identification procedures and/or provision of high-quality services to gifted students from underrepresented groups.
Martin D. Jenkins, Ph.D.
1904 - 1978
Growing up in the early 20th century, Dr. Jenkins overcame many systemic and societal barriers to earn distinguished degrees at Howard, Indiana State and Northwestern Universities. His doctoral dissertation was a socio-psychological study of African-American children of superior intelligence, still considered a seminal work among educational psychologists to this day. Dr. Jenkins led Morgan State University as its president from 1948-70, leading an era of great progress for the institution and the advancement of civil rights, human rights and equal opportunity. The National Association for Gifted Children (NAGC) annually awards the Dr. Martin D. Jenkins Scholar Award to recognize and honor Black students in grades 6-12. Jenkins authored more than 80 scholarly articles, lectured internationally, collected many awards and honorary degrees, and served on numerous task forces and presidential commissions.
Joy Lawson Davis, Ph.D.
Representing more than 40 years as a practitioner, scholar, author and consultant, Dr. Joy Lawson Davis is Associate Professor and Chair, Dept. of Teacher Education at Virginia Union University. Chair of the National Association for Gifted Children’s (NAGC) Diversity and Equity Committee, Dr. Davis is a co-editor of NAGC’s Special Populations Newsletter and columnist for NAGC's Teaching for High Potential magazine, focusing on special populations of gifted learners. Author of numerous articles, technical reports, book chapters and the award-winning book: Bright, Talented, and Black: A Guide for Families of African American Gifted Learners, Dr. Davis is the recipient of NAGC’s Dr. Alexinia Baldwin Gifted & Special Populations Award and the Lifetime Achievement Award from the Supporting Emotional Needs of the Gifted organization (SENG). Dr. Davis consults with school districts to address equity in gifted education.
Tarek Cy Grantham, Ph.D.
Professor of educational psychology at the University of Georgia, Dr. Tarek C. Grantham focuses his research on equity for under-represented students in advanced programs, recruitment and retention, creativity policy, mentoring, gifted Black males, multicultural education, motivation, and parent engagement. Dr. Grantham serves as the University’s Coordinator for the Gifted and Creative Education Graduate Program, and Co-Directs the University-School Partnerships for Achievement, Rigor, and Creativity initiative. Author and co-editor of numerous works on equity in education, Dr. Grantham is the recipient of many awards, including the E. Paul Torrance Creativity Award, the Dr. Alexinia Baldwin Gifted & Special Populations Award, and the Mary M. Frasier Excellence and Equity Award.
Kristina Henry Collins, Ph.D.
Dr. Collins is the core faculty for Talent Development at Texas State University, San Marcos. She is Past President of SENG (Supporting the Emotional Needs of the Gifted) and is member-at-large for the NAGC (National Association for Gifted Children) Board of Directors. Dr. Collins holds a Ph.D. in Educational Psychology and Ed.S. in Gifted and Creative Education (University of Georgia) along with advanced degrees and educational certifications in mathematics, technology education, and computer science. She is an engineer by training (B.S., University of Alabama) and her research foci include social, emotional, and cultural contexts of gifted, advanced, and talent development; STEM identity development in underrepresented students; and mentoring across the lifespan. Among many honors, Dr. Collins was awarded the 2011 Mary Frasier Equity and Excellence Award presented to her by the Georgia Association of Gifted Children for her work in advancing educational opportunities for underrepresented students in gifted education.
Donna Y. Ford, Ph.D.
A distinguished professor at The Ohio State University College of Education and Human Ecology, Dr. Donna Y. Ford is also a faculty affiliate with the Kirwan Institute. Dr. Ford conducts research primarily in gifted education and culturally responsive/multicultural/urban education, specifically focusing on the achievement gap; recruiting and retaining culturally different students in gifted education; multicultural curriculum and instruction; culturally competent teacher training and development; African-American identity; and African-American family involvement. Dr. Ford is co-founder of the Scholar Identity Institute (SII) for Black MalesTM, and creator of The Ford Female Achievement Model of Excellence (F2AME). Author of more than 300 articles and book chapters, and author/co-author/co-editor of 14 books, Dr. Ford has made more than two thousand presentations at professional conferences and in school districts.