'I Struggled but I Made It': Black Gifted Underachievers on Transitioning to College
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| Title: | 'I Struggled but I Made It': Black Gifted Underachievers on Transitioning to College |
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| Language: | English |
| Authors: | Sewell, Christopher J. P. (ORCID |
| Source: | Journal of Advanced Academics. May 2020 31(2):111-128. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education High Schools |
| Descriptors: | African American Students, Underachievement, Student Adjustment, Adults, Barriers, Academic Persistence, Public Schools, College Applicants, College Freshmen, Academically Gifted, Reflection, Elementary Secondary Education, Self Concept, Coping, Racial Identification, High School Students, Educational Environment, Educational Experience |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1177/1932202X20901506 |
| ISSN: | 1932-202X |
| Abstract: | Research on Black student presence in gifted and talented programs consistently illuminates issues with recruitment and underrepresentation. While enrolled, gifted Black students face a series of issues that affect their ability to persist and achieve, especially in nondiverse environments. This work examines the reflections of four Black adults who attended gifted schools in New York City and encountered significant hurdles during their K-12 schooling. These findings are excerpted from a larger qualitative study that investigated how Black adults, who were identified as gifted in New York City Public Schools, reflected on their experiences as gifted students and how they leveraged those experiences to persist to and through college. Using Schlossberg's model for adapting to transitions as the theoretical frame, findings suggest that participants received limited guidance as they transitioned to college but learned many lessons that led to become productive in college. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1250239 |
| Database: | ERIC |
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| Abstract: | Research on Black student presence in gifted and talented programs consistently illuminates issues with recruitment and underrepresentation. While enrolled, gifted Black students face a series of issues that affect their ability to persist and achieve, especially in nondiverse environments. This work examines the reflections of four Black adults who attended gifted schools in New York City and encountered significant hurdles during their K-12 schooling. These findings are excerpted from a larger qualitative study that investigated how Black adults, who were identified as gifted in New York City Public Schools, reflected on their experiences as gifted students and how they leveraged those experiences to persist to and through college. Using Schlossberg's model for adapting to transitions as the theoretical frame, findings suggest that participants received limited guidance as they transitioned to college but learned many lessons that led to become productive in college. |
|---|---|
| ISSN: | 1932-202X |
| DOI: | 10.1177/1932202X20901506 |
