Adapted from Joy Lawson Davis and Carlita R.B. Cotton
Research continues to show that many gifted students from culturally diverse backgrounds are underrepresented in gifted education programs. Among those most likely to be overlooked are students who are gifted, have a disability or learning difference, and come from a culturally diverse background. These students, described as 3e (thrice-exceptional), may have conditions such as dyslexia, ADHD, autism spectrum disorder, or physical disabilities in addition to their gifted abilities.
These students need educators who recognize both their strengths and their challenges. Too often, schools focus on deficits while overlooking talents and potential.
The Role of Culturally Responsive Teaching
Culturally Responsive Teaching (CRT) helps educators connect learning to students’ cultural backgrounds, experiences, and strengths. Effective CRT practices include:
- Using instructional materials that reflect diverse cultures and perspectives.
- Teaching from a strengths-based perspective.
- Creating classrooms free from stereotypes and microaggressions.
- Building strong relationships with students and families.
- Involving community members as role models and mentors.
- Incorporating authentic cultural histories and contributions into the curriculum.
When students see themselves reflected in their learning, they are more likely to feel engaged, motivated, and successful.
Tamikah’s Story
Tamikah, a third-grade student, was diagnosed with dyslexia in second grade. Although she struggled with reading, her teacher noticed she demonstrated exceptional mathematical ability, scoring 98% on advanced math assessments.
Because her school lacked gifted education services, her strengths were never fully developed. Over time, she became bored during math instruction and disengaged from school. While support was provided for her disability, her giftedness remained largely unrecognized.
Supporting Students Like Tamikah
The authors suggest several ways educators can better support students like Tamikah:
- Provide advanced learning opportunities in areas of strength.
- Use books and materials featuring students with similar backgrounds and interests.
- Create learning activities connected to students’ communities and experiences.
- Invite mentors and professionals who can serve as role models.
- Encourage collaborative problem-solving and enrichment opportunities.
Conclusion
Students with multiple exceptionalities thrive when schools recognize both their strengths and their needs. By creating culturally responsive classrooms and focusing on student potential, educators can provide learning experiences that are engaging, challenging, and inclusive. Every child deserves the opportunity to have their gifts recognized and developed.
References
Anderson, B. N. (2020). “See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms. Gifted Child Today,43(2), 86-100.
Davis, J.L. & Cotton, C.R.B. (2021). Presentation at 2E Virtual Conference. The Center for Gifted Education: The College of William & Mary. Williamsburg, VA.
Davis, J.L., Floyd, E.C., & Roberson, J.J. (2020) The 4Rs: A framework for rigorous, culturally responsive teaching & learning for racially diverse gifted learners. Teaching for High Potential. National Association for Gifted Children.Washington, DC.
Davis, J.L. & Robinson, S.A. (2018). Being 3e, a new look at culturally diverse gifted learners with exceptional conditions: an examination of the issues and solutions for educators and families. In S.B. Kaufman (Ed.), Twice Exceptional: Supporting and Educating Bright, Creative Children with Learning Disabilities (pp.278-289). Oxford University Press.
Davis, J.L. (2019). Reframing Professional learning to meet the needs of teachers working with culturally diverse gifted learners. In A.M. Novak & C.L. Weber (Eds). Best Practices in Professional Learning and Teacher Preparation: Special Topics for Gifted Professional Development. 51-69. Prufrock Press
Ford, D.Y. (2013). Recruiting and retaining culturally different students in gifted education programs. Prufrock Press.
Gentry, M., Gray, A., Whiting, G. W., Maeda, Y., & Pereira, N. (2019). Access Denied/System Failure. Gifted Education in the United States: Laws, Access, Equity, and Missingness Across the Country by Locale, Title I School Status, and Race. Report Cards, Technical Report, and Website. Purdue University: West Lafayette, IN; Jack Kent Cooke Foundation: Lansdowne, VA.
Mayes, R. D., & Moore III, J. L. (2016). The intersection of race, disability, and giftedness: Understanding the education needs of twice-exceptional, African American students. Gifted Child Today, 39(2), 98–104.
