The placement and participation of gifted African American students in advanced academic services: A case study

The underrepresentation of culturally and linguistically diverse students in gifted education has been the topic of much research in recent years, and a corresponding improvement has been seen in recruitment and identification. However, the representation and retention of gifted African American students has received less attention in both research and practice. While increases in growth have occurred in elementary schools, numbers dwindle as students matriculate to secondary education, particularly at the high school level.;This case study investigated the perceived reasons for placement and/or participation of gifted African American students in advanced academic services in the high school setting. It also sought to illuminate the perceptions of gifted African American students' high school experience from their own perspective.;The purpose of this study was two-fold. First, the study explored the potential societal, institutional and human factors that impact the placement and participation of gifted African American students in the high school programs that provide advanced academic services. Second, this study wanted to discern the experiences of the participants as they partake in their course of study, whether it included advanced academic services or not.;Six identified gifted African American students attending high school in the Long Beach Unified School District made up the sample for this case study, which used a mixed methods approach. A focus group interview and questionnaire were utilized to facilitate the data collection process.;The findings suggest that placement of gifted African American students in the high school programs for advanced learners or advanced academic settings is based on factors beyond what is published. The findings also indicate that gifted African American students have mixed perceptions about their high school experience, based on interactions with school personnel and their academic, affective and social environment. Those perceptions are shaped by adult and student behaviors and attitudes, instructional opportunities and interventions, and the cultural support they receive in all areas. The most resounding finding was the resilience and strong racial identity of the six students which allowed them to excel, despite the challenges and obstacles that they faced. They attribute much of their success to the parent and family support that they receive.