CULTURALLY RESPONSIVE SERVICES FOR GIFTED BLACK STUDENTS: A SYSTEMATIC REVIEW
DOI:
https://doi.org/10.56238/arev7n12-336Keywords:
Systematic Review, Giftedness, Racial EquityAbstract
This study is a systematic review that examines publications on culturally responsive services for gifted Black students. The search between 2020 and 2024 used the Education Resources Information Center (ERIC) and Scopus databases. Of the 102 articles found, 14 were analyzed. The analysis identified five central themes: Underrepresentation and Barriers to Access and Retention of Black Students in Gifted Programs; Theoretical Models Applied to Gifted Education; Pedagogical Models and Curricular Practices Aimed at Equity; Teacher Training; and Challenges and Recommendations for Policies and Future Practices. The findings point to the need to rethink the identification and specialized services for these students, to expand their representation and provide relevant services. Therefore, this review offers insights to improve services for gifted Black students, making them more culturally responsive. The restriction to two databases and the inclusion of articles only in English and Portuguese are limitations of the study.
Downloads
References
Abad, A., & Abad, T. M. (2021). Dotação e talento: A tríplice invisibilidade de estudantes negras. Cadernos Macambira, 6(1), 193–203. https://revista.lapprudes.net/CM/article/view/601
Alencar, E. M. L. S. de, Fleith, D. de S., & Carneiro, L. B. (2020). Gifted education in Brazil: Historical background, current practices and research trends. In B. Wallace, D. A. Sisk, & J. Senior (Eds.), The SAGE handbook of gifted and talented education (pp. 432–445). SAGE. https://doi.org/10.4135/9781526463074.n36
Almeida, S. L. de. (2019). Racismo estrutural. Pólen.
Basto, R. M. P. (2018). Identificação e promoção do talento feminino: Conhecendo trajetórias e despertando potenciais [Tese de doutorado, Universidade de Brasília]. Repositório Institucional da UnB. http://repositorio.unb.br/handle/10482/32052
Bright, S., & Calvert, E. (2023). Educational technology: Barrier or bridge to equitable access to advanced learning opportunities? Gifted Child Today, 46(3), 187–200. https://doi.org/10.1177/10762175231168711
Caroleo, S. A. (2023). A revised GTCrit framework: A broadened critical lens for gifted and advanced education settings. Berkeley Review of Education, 12(2), 81–108. https://doi.org/10.5070/B812260162
Coleman, A. (2020). D-STEM equity model: Diversifying the STEM education to career pathway. Athens Journal of Education, 7(3), 273–296. https://digitalcommons.imsa.edu/pres_pr/39/
Collins, K. H., Coleman, M. R., & Grantham, T. C. (2022). A bioecological perspective of emotional/behavioral challenges for gifted students of color: Support needed versus support received. Journal of Emotional and Behavioral Disorders, 30(2), 86–95. https://doi.org/10.1177/10634266221076466
Collins, K. H., & Roberson, J. J. (2020). Developing STEM identity and talent in underrepresented students: Lessons learned from four gifted Black males in a magnet school program. Gifted Child Today, 43(4), 218–230. https://doi.org/10.1177/1076217520940767
D’Adesky, J. (2022). Uma breve história do racismo: Intolerâncias, genocídio e crimes contra a humanidade. Cassará Editora.
Delgado, R., & Stefancic, J. (2021). Teoria crítica da raça: Uma introdução (3ª ed.). Contracorrente.
Dexter, M. R., Collins, K. H., & Grantham, T. C. (2021). Extending the scholar baller model to support and cultivate the development of academically gifted black male student-athletes. Gifted Child Today, 44(4), 203–215. https://doi.org/10.1177/10762175211030528
Donato, H., & Donato, M. (2019). Etapas na condução de uma revisão sistemática. Acta Médica Portuguesa, 32(3), 227–235. https://doi.org/10.20344/amp.11923
Fletcher, E. C., Hines, E. M., Ford, D. Y., Grantham, T. C., Moore, J. L., III, & et al. (2022). The school stakeholder community as a source of capital for the talent development of black students in a high school engineering career academy. European Journal of Training and Development, 47(3/4), 387–403. https://doi.org/10.1108/EJTD-11-2021-0195
Ford, D. Y. (2021a). Multicultural gifted education (2nd ed.). Routledge. https://doi.org/10.4324/9781003236788
Ford, D. Y. (2024). Beyond lip service: Decolonizing children’s literature for promoting racial pride, equity, achievement, and liberation (REAL). Literacy Research: Theory, Method, and Practice, 73(1), 47–56. https://doi.org/10.1177/23813377241285816
Ford, D. Y., Davis, J. L., Whiting, G. W., & Moore, J. L., III. (2021). Going beyond lip service when it comes to equity: Characteristics of equity-minded, culturally responsive allies in gifted and talented education. Gifted Child Today, 44(3), 174–178. https://doi.org/10.1177/10762175211011210
Ford, D. Y., & Tyson, C. A. (2024). Preparing educators of gifted and talented students to decolonize children’s literature. Gifted Child Today, 47(1), 74–78. https://doi.org/10.1177/10762175231205906
Ford, D. Y., Young, J. L., Wrights, B. L., & Goings, R. B. (2020). Honoring differences: Improving the representation of culturally different gifted students based on equity. In B. Wallace, D. A. Sisk, & J. Senior (Eds.), The SAGE handbook of gifted and talented education (pp. 59–69). SAGE.
Gomide, F. B., & Garcia, A. I. (2022). Meninas negras em programas para educação de superdotados: Uma revisão de literatura. Revista Iberoamericana de Educación, 89(1), 127–145. https://doi.org/10.35362/rie8814842
Hemingway, S. (2022). Referral, identification, and retention of underrepresented gifted students. International Journal for Talent Development and Creativity, 10(1/2), 205–216. https://doi.org/10.7202/1099953ar
Hines, E. M., Ford, D. Y., Middleton, T. J., Fletcher, E. C., Moore, J. L., III, Wright, B. L., & Grantham, T. C. (2023). Good trouble, necessary trouble: Adding culture to transformational gifted and talented students and programs. Roeper Review, 45(3), 150–160. https://doi.org/10.1080/02783193.2023.2212370
Kuykendall, T. M. (2023). Intersectional program evaluation: Considering race, class, sex, and language in gifted program effectiveness. Education Sciences, 13(7), Article 719. https://doi.org/10.3390/educsci13070719
Middleton, T. J., & Ford, D. Y. (2022). An implementation of culturally responsive protective factors to meet the needs of girls of color in gifted and talented education. Gifted Child Today, 45(2), 117–121. https://doi.org/10.1177/10762175211070053
Mun, R. U., Larriviel, G., Johnson, R., & Stewart, A. (2024). Identifying and serving culturally, linguistically, economically, and geographically diverse gifted underachievers. In K. H. Collins, J. J. Roberson, & F. H. R. Piske (Eds.), Underachievement in gifted education: Perspectives, practices and possibilities (pp. 175–190). Prufrock Press. https://doi.org/10.4324/9781003369578-16
National Institute for Educational Studies and Research Anísio Teixeira (Brasil). (2024). Sinopse estatística da educação básica 2024. https://www.gov.br/inep/pt-br/acesso-a-informacao/dados-abertos/sinopses-estatisticas/educacao-basica
Novak, A. M. (2022). Not white saviors, but critical scholars: The need for gifted critical race theory. In J. L. Nyberg & J. A. Manzone (Eds.), Creating equitable services for the gifted: Protocols for identification, implementation, and evaluation (pp. 246–262). IGI Global. https://doi.org/10.4018/978-1-7998-8153-7.ch016
Pérez, S. G. P. B., & Freitas, S. N. (2014). Políticas públicas para as altas habilidades/superdotação: Incluir ainda é preciso. Revista Educação Especial, 27(50), 627–640. https://doi.org/10.5902/1984686X14274
Reis, S. M., & Renzulli, J. S. (2009). Myth 1: The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences. Gifted Child Quarterly, 53(4), 233–235. https://doi.org/10.1177/0016986209346824
Renzulli, J. S., & Reis, S. M. (2021). The three ring conception of giftedness: A change in direction from being gifted to the development of gifted behaviors. In R. J. Sternberg & D. Ambrose (Eds.), Conceptions of giftedness and talent (pp. 335–355). Palgrave Macmillan.
Silva, T. S. e, & Anjos, M. B. dos. (2022). Formação de professores e inclusão de pessoas com altas habilidades ou superdotação: Um debate na educação profissional e tecnológica. Revista Vértices, 24(2), 622–633. https://doi.org/10.19180/1809-2667.v24n22022p622-633
Worrell, F. C., & Dixson, D. D. (2018). Recruiting and retaining underrepresented gifted students. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (2nd ed., pp. 209–226). Springer. https://doi.org/10.1007/978-3-319-77004-8_13
