World Council for Gifted and Talented Children (WCGTC, Odense, Denmark)
Jennifer Quamina, MPhil
Neeraj Kulkarni, MBBS, MD, PhD
Foreign born individuals who had not participated in gifted in talented programs in their country of origin (for one reason or another) were invited to submit manuscripts to be included in the book, Running the Long Race in Gifted Education: Narratives from Culturally Diverse Gifted Adults, co-edited by Scott-Carrol and Sparks). They were selected if the narrative was not only compelling but it introduced new knowledge or expounded upon existing knowledge useful to the gifted education community in general, and applicable within the country they represent. Findings & Methods: In “The Pursuit of Intuition: A Narrative of Grit, Kulkarni, a medical doctor educated in India and currently a doctoral candidate in biomedical engineering, describes how a highly gifted and highly educated individual pursues his specialized dream when faced with obstacles,—by methodologically and intellectually distancing himself from hurtful situations, couching an approach that reflects his culture. Quamina, presents a unique narrative in “British, Gifted and Disabled: A Personal Narrative of Discovery and Acceptance”. Finally identified as gifted in adulthood, Quamina discloses a rarely heard perspective on her adult identification. Her narrative is complicated by twice-exceptionalities: being highly gifted and coping with a unique disability in her youth, and adulthood.
READ Jennifer Quamina’s WCGTC conference summary here.
Twenty-third International Conference on Learning University of British Columbia in Vancouver, Canada, 13-15 July 2016.
Joy M. Scott-Carrol, PhD
Nicole M. Monteiro, PhD
Shawn Arango Ricks, PhD
In “Deliberate Choices: How Gifted Education Knowledge and Experiences Dictated a Family’s Life Style Toward the Embrace of Cultural Pluralism,” it is argued that the outcome of participating in extra-curricular activities and gifted and talented enrichment programs over rigorous competitive classroom experiences leaves a great deal of latitude for the Black gifted child to explore other aspects of his or her abilities. For instance, she learns to embrace cultural pluralism at its highest level, and hence welcomes an integrative life-style where one’s giftedness is challenged from multiple perspectives on a daily basis. The aforementioned is delivered from the perspective of a gifted education parent-scholar of a gifted adult child. In “The Conversation: A Mother and Daughter Discovering their Shared Experiences as Gifted Black Women,” the authors, gifted-mother and gifted-daughter discuss code-switching, coping and resilience. The mother-daughter team discloses how resiliency skills have been passed down within one family of gifted Black women as they navigate educational institutions. The third author, a clinical psychologist, describes what it is like to grow up as a privileged Black child. While a great deal of emphasis has been placed on lower socioeconomic Black children, the education literature, for the most part, ignores the other end of the continuum, privilege Black children. In ‘Gifted to the World: My Passionate Journey from Urban America to Global Scholarship,” intellectualism figures significantly in the shaping of a young shy emotionally and intellectually gifted girl. She develops into a confident and open-minded psychologist, global scholar and world traveler who sees the world as her home. The author illustrates how incredible life mobility can happen when a Black child’s giftedness is honed.
Traci English-Clarke, PhD
Joy M. Scott-Carrol, PhD
In “You Must Be a Genius!” Crafting a Viable Identity while Managing Competing Expectations and Self-Doubt,” Traci L. English-Clarke, PhD, discusses how her parents successfully navigated their two daughters’ high intellectual ability, from early childhood through high school. Although they had to change their older daughter’s school a few times early on to find a temporary academic environment that could accommodate her skill level without placing her among much older peers, these parents were able to quickly leverage their insider knowledge about the extensive local public school system to identify the schools that would best serve both of their gifted children while providing exposure to racially diverse peers and teachers. Their positions as teachers in the local public school system afforded them the confidence that the elementary, middle, and high schools they had selected were the best, and they insisted that their daughters attend those schools despite external pressure and the girls’ own desires to the contrary.
In “Deliberate Choices: How Gifted Education Knowledge and Experiences Dictated a Family’s Lifestyle towards the Embrace of Cultural Pluralism”, Joy M. Scott-Carrol, PhD, a seasoned gifted education scholar and parent of an only child also of high intellectual ability, discusses how the notion of valuing classroom cooperation over competition led to frequently changing schools based on the availability of after-school university enrichment programs specifically designed for gifted children, as well as the deliberate choice to avail extracurricular activities that in many ways mirrored home-schooling. The frequency with which the family relocated to find a best fit education was based on a number of factors, including but not limited to isolation from peers with whom her gifted child could racially and culturally identify.
Contrasting ideologies garnered from firsthand experiences, the presenters conclude that family characteristics including the number of gifted children within the family, social class-based networks, and parental occupations can dictate short and long term goals impacting a gifted child’s ultimate education and career paths.
Issues concerning social class and the educational knowledge and attainment of the parents surfaced. English-Clarke’s parents were both teachers in the local public school system, so they had insider knowledge—they knew about the different types of schools their children could potentially attend, without undergoing the financial burden of private schools or homeschooling. While not a teacher in the local school system, Scott-Carrol’s master’s level graduate school education in counseling and higher education connections likely afforded her access to insider knowledge about the local schools and options for gifted children. Collectively these African American parents knew more about education as a field than most parents. They were uniquely situated to ensure that their gifted children accessed the best of the education that was available to them, as well as to consider non-curricular aspects of schooling experiences as equally important in their children’s preparation for life.
Discussions: 1) the potential impact of family composition, including the number of gifted children in the family, social class networks, and parent occupation, on parental decision-making among parents of gifted and talented youth, and 2) a variety of goals, considerations and questions parents of gifted youth may have regarding their children, and ways in which identifying as a member of a racial minority group can influence these goals.
Are you interested in having us present or contribute to your event?
Editors and chapter contributors are available for:
- Institution sponsored panel
- Conferences and schools
- Book signings
- Book launches (national and international)
- Co-sponsoring new subtitle in the series (e.g., Ivy League, HBCU educated gifted adults)