Voices of Families of Color: Navigating White Spaces in Gifted Education

• Kristen N. Lamb ^[2] ; Nancy B. Hertzog ^[1]
  1. [1] University of Washington

     University of Washington

     Estados Unidos

     
  2. [2] The University of Alabama
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 69, Nº 1, 2025, págs. 49-67
• Idioma: inglés
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• Resumen

  • Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data were collected during two family outreach events using a semi-structured interview protocol with focus groups. Focus-group interviews were independently coded and analyzed using thematic analysis. Findings revealed challenges and barriers related to accessing enrichment and advanced academic learning opportunities. Some families discussed their personal experiences of racism, bias, and deficit thinking. Overall, themes illustrated how families of color believed they were perceived by educational practitioners and their desire for a sense of belonging and equitable access to high-quality academic programming for their children.