Teachers’ Perceptions of the Gifted and Talented Process and How It May Affect the Underrepresentation of Black Males in Gifted and Talented Programs

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Spring 2022


In spite of their vast contributions, Black males continue to face systemic encounters that cause them being treated differently than their White male counterparts, which produces undesirable outcomes. Nationwide, gifted education disproportionately represents minority students, and students of color generally are less likely than White students to be identified even when they satisfy the criteria for gifted services (Grissom & Redding, 2016; Stargardter, 2016). D. Y. Ford and Whiting (2007) suggested that research inquiring about placement processes, as a precursor to acceptance into a gifted program is a critical first step in identifying gifted Black students, specifically Black males, who are identified as being less represented in gifted programs. The nomination, testing, and selection process for GT inclusion affects Black males who are not proportionally (within race) represented in GT programs (Grissom & Redding, 2016). The GT lead teachers personal accounts may contribute to better selection methods that can help improve recruiting strategies for the underrepresented target population in this study.


Ava Muñoz

Subject Categories

Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research