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Underrepresentation Due to Unopened and Rejected Black Gifts and Talents

Abstract

Black students are extensively underrepresented in gifted and talented programs (GATE) and Advanced Placement (AP) classes but disproportionately overrepresented in special education and referrals for disciplinary infractions. The aforementioned issues, tantamount to contemporary miseducation (Woodson, 1933), causes psychological harm and emotional trauma for many Black students given the negative experiences that come with being under-referred, over-referred, and over-policed with harsh and inequitable educational experiences. In this piece, authors interrogate school-based racialized injustices, using the “mail rejected on delivery” and  “returned to sender” metaphors. They include recommendations for school to actively engage in anti-racist and equitable practices that demonstrate cultural competence. The aim is that school personnel will shift from the reactive and punitive identification and placement of Black students to advocacy, allyship, and a proactive process of developing and supporting their promise, potential, and possibility.