Beyond Representation: Young, Gifted, and Black Women’s Experiences in Predominantly White Gifted/Talented Education Classrooms

• In Event: Gifted, Creative, and Talented Students From Multicultural/International Populations

Abstract

While understanding issues of representation and challenging barriers to access to gifted and talented programs remain imperative, understanding students’ of Color experiences in these programs is also crucial. This study inserts into the larger conversation, the underrepresented experiences of African American students in gifted and talented education programs. Specifically, this paper points to the salience of race and racism in (re)producing disparate educational experiences for even “the best Black students” (Ladson-Billings, 2012), including both invisibility and hypervisibility in the gifted education classroom, hostile competition by White peers, and covert racism perpetuated by teachers. This study further substantiates a need for education stakeholders to engage in work to recognize, name, and work to breakdown practices that marginalize students of Color.

Author

• Brandy Wilson, Appalachian State University