INSTITUTIONALIZED RACISM IN GIFTED PROGRAMS

INSTITUTIONALIZED RACISM

WITHIN GIFTED PROGRAMS

Gifted Program Funding & Administration Are Forms of Institutionalized Racism

Gifted education programs often serve as a socially acceptable mask for institutionalized racism.  I learned this through my son who was a senior in a top-ranked public high school outside of Philadelphia on the Mainline. I asked him about the level of racial inclusion in all of his AP courses. He said he had had NO African American or Latino students in ANY of his AP classes for the past 3 years. I was shocked since I knew the racial ratios within the school, and this could not be possible. I asked him why he thought this happened. He laughed at me and said, “Mom, racism exists on the Mainline whether you are aware of it or not. My black friends told me that their counselors actively discouraged them from going into AP classes. They tell them that they are too hard and that it is not necessary to go to college." I asked if that had happened to him when he entered the AP program. He said, “NO! – my grades were borderline, and they PUSHED ME to have all AP classes! They told me how it makes a difference in the type of school I will get into.”

In education, giftedness has become a form of white property and an unearned white privilege, that has created a social caste system in our schools. The facts speak for themselves:

• Black and Latino families are often unaware of the opportunity for gifted education or are discouraged based on the obvious inequities and thus do not request access to gifted education and advanced courses.
• Black and Latino students in gifted education still face low or negative expectations, lack of mentorship with a significant number returning to general education.
• Black and Latino students are underrepresented in International Baccalaureate (IB) and Advanced Placement (AP) programs.
• Black and Latino students have always been underrepresented in gifted education regardless of the racial demographics within the district
• Being denied access to gifted education has contributed to the crisis evident in the Black-White educational achievement gap.
• Gifted Education administration is infected by race-based deficit thinking that is both implicit and explicit.
• Programming and service funding is dependent solely on local funds and parent demand. Not all states spend money on gifted education so wealthier districts have more access to services. This results in school districts in higher-income areas being the only districts able to provide appropriate gifted opportunities and services.
• The majority of educators are white females who do not see the gifts or talents of the Black and Latino students . This results in a lack of referrals for screening, services, and placement
• The U.S. Department of Education does not gather information about expenditures for gifted students. Thus, district educators and leaders are not held accountable

This has a major effect on STEM and other career placement. When denied access to advanced high school courses and programs students are then denied access to elite colleges, universities, and STEM majors. This then prevents access to certain industries and career opportunities. It is clear that substantive changes at the local level must occur.

This is the fifth of 6 blogs addressing the Gifted Child within the IEP.  Make sure you SUBSCRIBE to the blog so you do not miss any of them.

Next on the Agenda

6. Gifted IEP

1. The State of Gifted Education

2. How Do I Know my Child is Gifted?

3. Gifted Students Learn Differently

4. Things You did not Know About Gifted Students 

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.