Beyond Testing: Social and Psychological Considerations in Recruiting and Retaining Gifted Black Students

Abstract

For more than a half century, concerns have existed about the persistent underrepresentation of African American students in gifted education and Advanced Placement classes. Various recommendations to reverse underrepresentation have been proposed, with the majority focusing on testing and assessment instruments. Nonetheless, progress has been inadequate as underrepresentation persists at high levels nationally, especially among Black males. Clearly, we must continue to find more effective tests and instruments, but we cannot stop there. In this article, we propose that, in the process of focusing on more effective ways to recruit and retain African American students, greater attention must be given to social and psychological factors, namely peer pressures and racial identity. Equally important, we must consider gender—the differential experiences of Black males and females. The discussion of these issues is followed by recommendations for change for educators.

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