Medium – Halley Potter
“Even most supporters of traditional gifted and talented education will admit that there is more to getting access to these programs than just a student’s aptitude. A child’s family background can influence whether a teacher is likely to recognize her talent and recommend her for advanced programs. It also affects whether that child’s parent is likely to push for access to gifted programs. A student’s socioeconomic status, race, and culture affect her chances of attending a strong school and shape the opportunities that she has to cultivate her intellectual curiosity outside of school. As a result, there is a long history of racial and socioeconomic segregation in gifted education programs. The racial and ethnic demographics of the gifted and talented programs in New York City, where I live, demonstrate just how stark the differential access to gifted education can be. Black and Latino students make up about 70 percent of students in the city’s public schools but less than 30 percent of the students in gifted and talented programs. The racial isolation of gifted and talented programs in New York City means both gifted students and general education student experience more segregated classroom environments as a result.”(more)