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Abstract
The purpose of this study was to identify school-level factors and educational experiences that influenced the gifted identification rates of Black males and key elements that contributed to their STEM identity development and career success. The first empirical study examined Black male access to gifted education programs by identifying influential school-level factors using data from the Georgia Department of Education Data Collection 2021-2022. Data were analyzed using linear regression models with independent predictor variables (x) as school-level factors and the dependent predictor variable (y) as the relative percentage of Black male gifted enrollment. The major findings revealed that as Black male enrollment counts increased, their gifted identification rates increased. However, the predicted gifted identification rates for Black males were lower in physiographic regions with more rural areas than urban cities and also lower in Title 1 schools across all physiographic regions. The second empirical study collected semi-structured interview data from retrospective reflections of three high-achieving Black males in medicine who are first-generation college graduates. The participants attended urban K-12 public schools in low to lower-middle-class communities. The findings indicated that restrictive classroom structures that lacked real-world relevance and support prevented Black males from exhibiting their potential, and as a result, K-12 teachers were unable to observe true abilities. In the context of Critical Race Theory and counter-storytelling, the findings challenge mainstream deficit narratives and shed light on how Black males develop positive STEM identities despite their widespread underrepresentation in gifted and advanced mathematics and science education.
Implications of the collective studies prompted the recommendation to implement the Implicit Association Test to encourage courageous conversations regarding race in educational settings, which are frequently avoided due to teachers’ discomfort. The Degrees of Equity Grading Scale was also recommended as a self-check tool to evaluate Black male equity within advanced educational programs. Such recommendations were made to create an upstander school culture of teachers who develop positive relationships with Black males and integrate relevant content with kinesthetic and scientific experimental learning opportunities to minimize underachievement and stimulate the true potential of Black males.