ABSTRACT
Concerns regarding the recruitment and retention of Black students in gifted education have plagued the fields of education and school psychology for decades. Despite an increased awareness regarding the underrepresentation of Black students in gifted and talented programs, little has changed. This chapter addresses myriad critical issues that serve as barriers to increasing the recruitment and retention of Black students in gifted programs and offers culturally responsive solutions to narrow the gaps. Highlighted barriers include deficient identification methods, piecemeal assessments, and culture-blind curriculum. Even when Black students are identified for gifted programs, they are more likely to underachieve, be removed from, and/or relinquish their engagement in gifted programs. The chapter provides information about more fitting methods that can be utilized to maximize the cultural capital of Black students, not only to increase their recruitment and identification efforts, but also to better serve and retain them in gifted and talented education (GATE) programs. Readers will learn about the vital role of ongoing, culturally responsive assessment in the process of fostering teaching and learning for gifted Black students. Finally, the authors offer solutions toward a holistic approach for comprehensive talent development to redress the issue of retention of underserved, gifted Black students.
