Feelings of isolation in at-risk and gifted Black and Latino high school males

This study explored, through a combination of quantitative and qualitative measures, the differences in feelings of isolation found in gifted and at-risk Black and Latino high school males. Thirty-four gifted students from several high schools in a large, urban city in the southwestern United States were studied using the School Achievement Among Black Students Survey (SPSABSS) (Ford, 1991) and a version adapted for Latino students. The study sought to replicate and expand a previous study (Moore-Richardson, 2002) in which striking differences were found between gifted Black males and gifted white males. The current study examines differences between Black and Latino gifted males with at-risk status as a potential intervening variable. Only the interaction effect of ethnicity and at-risk status proved significant; at-risk and gifted Latinos and not at-risk and gifted Black males felt more feelings of isolation than their counterparts. Additionally, several themes emerged from the qualitative data, which aid in the understanding of the quantitative results: isolating events occurring in the early years, current isolating events, accusations of "acting white", and attempts to hide or disguise giftedness.