Navigating the Gifted Bubble: Black Adults Reflecting on Their Transition Experiences in NYC Gifted Programs
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| Title: | Navigating the Gifted Bubble: Black Adults Reflecting on Their Transition Experiences in NYC Gifted Programs |
|---|---|
| Language: | English |
| Authors: | Sewell, Christopher J.P (ORCID |
| Source: | Roeper Review. 2019 41(1):20-34. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | African Americans, Adults, Gifted, Talent, Transitional Programs, Public Schools, Stereotypes, Reflection, Student Experience, Elementary School Students |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1080/02783193.2018.1553218 |
| ISSN: | 0278-3193 |
| Abstract: | Through the reflections of 17 Black adults who attended gifted schools in New York City, this qualitative study investigated how they transitioned into and through gifted programs as students. Findings suggest four themes: (a) Many students were referred to gifted programs during their elementary school experience either by their teachers or by their parents; (b) participants expressed having an easy transition into gifted programs in elementary because their schools and gifted programs were racially diverse and provided a welcoming school environment; (c) during middle and high school, participants noted difficulty transitioning through school as gifted students, due to being one of few Black students in their gifted programs, as well as having to attend schools outside of their neighborhood; and (d) despite this, through supportive relationships and community partnerships, they were able to find the space to survive (and thrive) in their programs. Recommendations are provided for educators to support gifted Black students. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2019 |
| Accession Number: | EJ1204771 |
| Database: | ERIC |
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| Abstract: | Through the reflections of 17 Black adults who attended gifted schools in New York City, this qualitative study investigated how they transitioned into and through gifted programs as students. Findings suggest four themes: (a) Many students were referred to gifted programs during their elementary school experience either by their teachers or by their parents; (b) participants expressed having an easy transition into gifted programs in elementary because their schools and gifted programs were racially diverse and provided a welcoming school environment; (c) during middle and high school, participants noted difficulty transitioning through school as gifted students, due to being one of few Black students in their gifted programs, as well as having to attend schools outside of their neighborhood; and (d) despite this, through supportive relationships and community partnerships, they were able to find the space to survive (and thrive) in their programs. Recommendations are provided for educators to support gifted Black students. |
|---|---|
| ISSN: | 0278-3193 |
| DOI: | 10.1080/02783193.2018.1553218 |
