Navigating the Gifted Bubble: Black Adults Reflecting on Their Transition Experiences in NYC Gifted Programs

Autor/inn/en	Sewell, Christopher J.P.; Goings, Ramon B.
Titel	Navigating the Gifted Bubble: Black Adults Reflecting on Their Transition Experiences in NYC Gifted Programs
Quelle	In: Roeper Review, 41 (2019) 1, S.20-34 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sewell, Christopher J.P.) ORCID (Goings, Ramon B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2018.1553218
Schlagwörter	African Americans; Adults; Gifted; Talent; Transitional Programs; Public Schools; Stereotypes; Reflection; Student Experience; Elementary School Students; New York (New York) + Suchen Sie Ihr Suchwort? Afroamerikaner; Begabter, Hoch Begabter; Begabung; Hochbegabung; Public school; Öffentliche Schule; Klischee; Studienerfahrung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01