Reconceptualizing Verbal Intelligence: Perspectives from Gifted and Talented Black Elementary Students and Teachers in Urban Schools

• In Event: Part 1: Celebrating the 60th Anniversary of Urban Education: Past, Present, and Future Directions

Abstract

We examined perspectives on verbal intelligence of Black elementary students and their teachers. We applied a content analysis to qualitative interviews from elementary students and teachers in general and gifted and talented education (GATE) programs. Findings indicate verbal intelligence existed within and across three communication modes (Informative, Performative, and Associative), that students and teachers differed with respect to the characteristics associated with each mode, and that teachers did not link verbal intelligence with communication in the Associative mode. Implications for educational theory, Black English perspectives, and for GATE identification and assessment practices are offered with attention to an urban characteristic school setting.

Authors

• Monique Mills, University of Houston

• Leslie C. Moore, The Ohio State University

• Donna Y. Ford, The Ohio State University