This qualitative study examined the perceptions of nineteen gifted Black males about their participation in gifted education at five different school sites within one urban school district. Specifically, the researcher investigated how gifted Black males perceived their placement in gifted education, family involvement, and peer relationships. Data were collected through individual interviews, document analysis, and personalized student journals. The study found the boys held very traditional views of gifted education, and their academic confidence and perceptions of their schools were contingent upon gifted placement, standardized test scores, grades, and peer interactions. Success in gifted was thought to require preparation, teamwork, and social skills, while support systems were key to continued participation. Based on student populations in gifted and other factors, higher socioeconomic environments had clear advantages over lower socioeconomic schools. Finally, despite being academically advanced, future goals of the participants were limited, and heavily influenced by media. These findings highlight the need to expand the views and support of Black males and giftedness during the primary school years.
","abstract_html":"<p>This qualitative study examined the perceptions of nineteen gifted Black males about their participation in gifted education at five different school sites within one urban school district. Specifically, the researcher investigated how gifted Black males perceived their placement in gifted education, family involvement, and peer relationships. Data were collected through individual interviews, document analysis, and personalized student journals. The study found the boys held very traditional views of gifted education, and their academic confidence and perceptions of their schools were contingent upon gifted placement, standardized test scores, grades, and peer interactions. Success in gifted was thought to require preparation, teamwork, and social skills, while support systems were key to continued participation. Based on student populations in gifted and other factors, higher socioeconomic environments had clear advantages over lower socioeconomic schools. Finally, despite being academically advanced, future goals of the participants were limited, and heavily influenced by media. These findings highlight the need to expand the views and support of Black males and giftedness during the primary school years.</p>","abstract_has_math":false,"creators":["Proctor, Tiffany Colvin"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dr. Corrie Davis","Dr. Mark Warner","Dr. Earl Holliday"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-09-01T07:00:00Z","date_published":"2014-09-01T07:00:00Z","updated_at":"2026-07-24T02:43:00Z","subjects":["Education","Gifted Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/etd/678","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Corrie Davis","Dr. Mark Warner","Dr. Earl Holliday"]},{"key":"dc:creator","label":"Author","values":["Proctor, Tiffany Colvin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-07-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Gifted Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/etd/678"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study examined the perceptions of nineteen gifted Black males about their participation in gifted education at five different school sites within one urban school district. Specifically, the researcher investigated how gifted Black males perceived their placement in gifted education, family involvement, and peer relationships. Data were collected through individual interviews, document analysis, and personalized student journals. The study found the boys held very traditional views of gifted education, and their academic confidence and perceptions of their schools were contingent upon gifted placement, standardized test scores, grades, and peer interactions. Success in gifted was thought to require preparation, teamwork, and social skills, while support systems were key to continued participation. Based on student populations in gifted and other factors, higher socioeconomic environments had clear advantages over lower socioeconomic schools. Finally, despite being academically advanced, future goals of the participants were limited, and heavily influenced by media. These findings highlight the need to expand the views and support of Black males and giftedness during the primary school years.
"]},{"key":"dc:title","label":"Title","values":["Bright Eyes, Brown Skin: Perceptions of Gifted Education and the Black Male Child"]}]}],"canonical_facts":{"dc:contributor":["Dr. Corrie Davis","Dr. Mark Warner","Dr. Earl Holliday"],"dc:creator":["Proctor, Tiffany Colvin"],"dc:date.available":["2015-07-27T07:00:00Z"],"dc:description.abstract":["This qualitative study examined the perceptions of nineteen gifted Black males about their participation in gifted education at five different school sites within one urban school district. Specifically, the researcher investigated how gifted Black males perceived their placement in gifted education, family involvement, and peer relationships. Data were collected through individual interviews, document analysis, and personalized student journals. The study found the boys held very traditional views of gifted education, and their academic confidence and perceptions of their schools were contingent upon gifted placement, standardized test scores, grades, and peer interactions. Success in gifted was thought to require preparation, teamwork, and social skills, while support systems were key to continued participation. Based on student populations in gifted and other factors, higher socioeconomic environments had clear advantages over lower socioeconomic schools. Finally, despite being academically advanced, future goals of the participants were limited, and heavily influenced by media. These findings highlight the need to expand the views and support of Black males and giftedness during the primary school years.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/etd/678"],"dc:subject":["Education","Gifted Education"],"dc:title":["Bright Eyes, Brown Skin: Perceptions of Gifted Education and the Black Male Child"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:00Z"}