The Silent Voices of Gifted, Black Males

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This qualitative study used social capital theory, label theory, and institutional theory as the interpretive lens to examine the achievement attitudes, gifted identification, racial identity development, beliefs, and behaviors of gifted, Black male high school students in select high schools at a large, urban school district in the Midwest. The primary objectives of the study were to: (a) understand the school experiences of gifted, Black male students in today's urban public schools; (b) expand the theoretical and scientific knowledge on the social, cultural, and racial implications on the achievement of gifted, Black male high school students; (c) pinpoint the factors that most positively and negatively shape the academic success of gifted, Black students who attend urban schools; and (d) contribute to current research to advance teachers, administrators, and school counselors understanding of gifted, Black students who attend urban schools. The sample comprised sixteen gifted, Black male students, from grades 10th to 12th. Five themes emerged from the larger study with academic achievement being the focus of this paper. Recommendations for school personnel, parents, and students are discussed.


Education and Human Ecology: 2nd Place (The Ohio State University Edward F. Hayes Graduate Research Forum)


African American males, Gifted education, Academic achievement, Racial identity, Urban schools