Looking back on my educational journey, I recently looked back on my classroom experiences from kindergarten to fourth grade. In the summer before I entered fourth grade, my mother informed me that I was attending a new school in the same community with one warning: it was a class in the Talent and Talent Education (GATE) program.
Before that moment, I was blending in with my peers and navigating typical primary school challenges. As I moved to a new learning environment, the classrooms I went to were very different from those I left. My old school students were mostly black and they looked like me, my friends, my family. Even my teachers were mostly teachers of color. I felt lonely in a new place with a new face. I was no longer isolated with my own little bubbles, and the world was growing right in front of my eyes.
The reality of moving to a talented class and isolation from my otherwise friend, I have one day kept my eye on during a basketball game on the break. Otherwise, the regular game of basketball has become a study with us. Vitriol from other students who looked like me was obvious. The fight continues between both classrooms shortly after while my team won the game. It wasn’t thanks to the game itself, nor was it a malicious feeling about class placement. It was an eye-opening moment I’ve never experienced before.
On the one hand, I had access to the education that challenged me in the classroom. The curriculum was challenging and the pace was faster than I was used to. I found myself surrounded by peers who shared my enthusiasm for learning. And for the first time I felt truly engaging and inspirational. Our teachers encouraged us to think critically, ask questions, and explore subjects beyond the standard curriculum. This environment has fostered an intellectual curiosity that remains with me throughout my educational journey. It was also an experience that tested my identity, self-esteem and happiness.
Despite the environment that sparked my intellectual capabilities, Imposter syndrome often creeps up my thoughts. This emphasizes that it only constitutes most students of color, especially black boys, who participate in talented and talented programs in the United States A small portion of the gate program. Knowing this gap, I am part of my mission as an educator supporting talented black boys like myself, encouraging my peers and school leaders to do the same.
Seeing the difference in yourself and others
When I arrived at middle school, I was on a bus to a school outside my neighborhood because they had a gate program. I was on an hour bus that went in and out of school every day. I remember a student getting off the bus and calling us the “Monget Bus.” At first I didn’t think it was a fascinating place. The environment is unfamiliar and middle school students are malicious. My class wasn’t even appealing as I had very few black classmates. But it was a space where I could thrive academically and develop a deeper understanding of various subjects. I was exposed to high-level concepts and was encouraged to pursue my interests with passion and dedication.
Some teachers developed my gifts and talent, but others tried to isolate me from my peers. In the seventh grade, I spent more time suspended from school than I did in class. The high quality learning environment clashed with inherent hostility between students and teachers. That’s when I began to build an understanding of the inequality that existed in schools. I saw this school tracking In person, students knew who was in talented programs and who was in low-level classes. Like other middle schoolers, I was on a rough journey of self-discovery. Still, I decided to prove that I belonged academically.
In high school, I settled on who I was as a student and learned who I was as a black, Puerto Rican man from Montbello. Regardless of the deficit mindset that students and teachers can do and who I should be, I was spontaneous. I was on my way to college and knew exactly how to get there.
My experience at the gate pushed me in ways I didn’t expect. However, difficulties along the way don’t always work positively for kids like me. Throughout my educational journey, I couldn’t help but notice the lack of diversity in the gate program. It was disappointing to see the black boys who went without support in these programs. This perception became even more pronounced as I progressed through high school and began to understand the broader meaning of this disparity. Lack of support and Underestimating Black Boys in Talent Programs It was not due to lack of competence or potential, but to systemic barriers that need to be addressed.
I notice the gap
Every year I am given a list of students Advanced Learning Plans (ALPS). I have worked in schools where students are primarily black and students of color, but I also worked in a small population of white students at each school. At each school, there is always at least one in the ALP, so it turns out to be interesting that we always seem to be able to identify the talent of our white students. In my experience, the ratio of talented white students to the total population is staggering compared to other demographics. Denver Public Schools Just recently.
Having long recognized the lack of representation for Black males in the gate programme from my experience as both a teacher and a student, I made my mission to identify and recommend students who exhibit talented and talented qualities in a variety of ways, from students who showed very high IQs to students who had exceptional athleticism in every sport they played. I have seen students who lack important days of instruction but still have attendance issues that allow them to step into the test and score the best score. I also witnessed students who introduced their glow sporadically, but often felt marginalized by the school system and led them to consistently separate themselves from their education.
When recommending these students to the GATE program, they often did not pass standardized tests. It was only recently that I learned from my colleagues about the many ways students can identify as talent. Recognizing the diverse forms of talent, my colleagues were able to triple the number of talented and talented students in our school. This experience solidified my belief that the GATE program must employ a variety of methods to identify talent in all student populations, ensuring that the possibilities of all children are recognized and nurtured.
Drive for change
All students deserve the opportunity to reach their full potential and excel in educational pursuits, regardless of their background. When talented black boys are allowed to thrive in a challenging academic environment, they develop self-efficacy and confidence that spreads across the classroom. They become fellow role models and show that excellence is achievable for everyone, regardless of their background. This positive ripple effect strengthens families and communities and fosters a culture of achievement and aspiration.
It is important that families, teachers, school leaders and policy makers come together to take action to achieve this vision. Identifying and raising talented black boys requires joint efforts and commitment to equity and inclusion, regardless of today’s story.
Early identification of talent is essential to ensure that black male students receive the support and resources they need from younger ages. Schools should implement a screening process that takes into account the diverse ways in which talent can manifest. This includes recognition of talent in areas such as creativity, leadership, and problem-solving, as well as traditional academic measures.
Teachers play an important role in identifying and developing talented black male students. It is essential to provide opportunities for professional development that focus on culturally responding educational practices and unique needs of talented black boys. Educators should have the tools and knowledge to recognize and support the potential of all students, regardless of their background.
It is also important to create an inclusive learning environment that celebrates diversity and promotes a sense of belonging. The curriculum must reflect the experiences and contributions of diverse cultures, and educational strategies must be designed to engage and challenge all students. This includes providing opportunities for Black male students to explore their interests and pursue advanced coursework in a supportive and fostering environment.
Engaging families and communities into the educational process is essential to identifying and success in talented black male students. Schools should work to build strong partnerships with families and provide the resources and information they need to support their children’s education. Community organizations serve to provide opportunities for rich programs and talented students to develop their talent outside of the classroom.
Lastly, advocacy at the local, state and national levels is needed to ensure that policies and practices are in place to support the identification and inclusion of talented black boys. This includes advocating funds, resources and programs to meet the needs of diverse learners. Lawmakers and policymakers need to eliminate systemic barriers that prevent black boys from accessing the gated program.
My journey from traditional classrooms to gated programs has shaped my perspective on education and encouraged my passion for advocacy. I have experienced the benefits of being in an environment where I challenged and nurtured my academic potential. And I’m committed to making more black boys accessible to these opportunities. Working together, we can create an education system that identifies and nurtures all talented students. It’s time to work together to identify and support all talented children, as it will ultimately benefit us all.
