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Objectives
Her presentation will address the current state of representation of gifted and talented education for Black students. Specifically, she will address the most recent data from the Office of Civil Rights that indicates roughly three percent of students identified for gifted education are Black students (OCR, 2024). The presentation will also address the perceptions and attitudes of educators and how their beliefs impact the identification of and services received by high performing and gifted Black students.
Perspectives
The presentation will discuss how the use of the culturally responsive education model can be used to recognize and meet the needs of gifted and talented (GATE) Black students. The culturally responsive education model has five characteristics: (1) philosophy about working with Black students; (2) family- and community-oriented learning environment; (3) affirming curriculum; (4) responsive instruction; and (5) fair, unbiased and comprehensive evaluation (Ford & Moore, 2024).
Modes of Inquiry
The panelist will discuss her qualitative research conducted with educators.
Data Sources
The panelist will rely on notes and observations.
Conclusions
Identifying and meeting the needs of gifted and talented Black students requires that educators be intentional in ensuring that all students have a sense of belonging. Educators must be culturally competent and willing to abandon counter-productive and unjust practices that do not acknowledge the harms and injustices experienced by Black students who continue to be underrepresented in gifted and talented education.
Significance
This presentation contributes to the 2025 American Educational Research Association theme by confronting the deepening racial, ethnic and socioeconomic injustices faced by GATE Black students in public schools in the United States. Although the amount of research related to gifted and talented Black students has increased and more attention given to their identification and recognition (Cartwright et al., 2024; Chenier, 2024), more attention must be given to the approach of educators when addressing their needs in classrooms to remedy the harms they experience.