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This qualitative study was conducted to examine the meaning, context, and process by which gifted African American students form their perceptions of gifted education. In addition, this study investigated these students’ attitudes towards school counselors and school counseling services. Given the sparse research on gifted African American students, this study was exploratory in nature. The sample comprised 12 14-year-old students (i.e., seven females and five males). These students attended public schools throughout the southeastern and midwestern regions of the United States. Five major themes emerged from the analysis of the data: (a) critical issues facing gifted African American students; (b) navigating perils; (c) benefits of gifted identification; (d) perceptions of non-gifted students; and (e) perceptions of school counselors. Practical applications for educators (i.e., teachers, administrators, and school counselors) and parents are also included. |
