Inside and outside Gifted Education Programming: Hidden Challenges for African American Students

This qualitative study used Critical Race Theory as a theoretical framework to examine the meaning, context, and process by which 12 African American students in gifted education programs formulated perceptions of their experiences in those programs. The following themes emerged from the semistructu...

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Bibliographic Details
Published in:Exceptional children 2008-07, Vol.74 (4), p.433-450
Main Authors: Henfield, Malik S., Moore, James L., Wood, Chris
Format: Article
Language:English
Subjects:
Academic Achievement
African American Students
African Americans
Critical Theory
Educational Benefits
Educational Experience
Gifted
Gifted education
Minority & ethnic groups
Outcomes of Education
Qualitative Research
Race
School Counselors
Social aspects
Student Attitudes
Students
Studies
Suburban Schools
Talented students
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Summary:This qualitative study used Critical Race Theory as a theoretical framework to examine the meaning, context, and process by which 12 African American students in gifted education programs formulated perceptions of their experiences in those programs. The following themes emerged from the semistructured, biographical questionnaires and individual interviews: (a) critical issues facing gifted African American students; (b) ways that the students navigate the perils of gifted education; and (c) the benefits of gifted education. These themes highlight the salience of race inside and outside gifted education programs. The research findings also provide practical applications for teachers, principals, school counselors, and parents.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440290807400402