Debunking Myths: Preparing Black Students Who are Accelerated Learners For Postsecondary Opportunities

Authors

Erik M. Hines, George Mason UniversityFollow
Donna Y. Ford, The Ohio State UniversityFollow
Renae D. Mayes, University of ArizonaFollow
Tanya J. Middleton, The Ohio State UniversityFollow
James L. Moore III, The Ohio State UniversityFollow
Desmond McGlone, George Mason UniversityFollow

Abstract

Black students are the most underrepresented in Gifted and Talented Education (GATE), Advanced Placement (AP), honors, dual enrollment (DE), and other programs for advanced learners (Ford, 2011, 2013; Hines, 2024; Hines, Fletcher et al., 2022). However, accelerated learners, particularly Black students, are usually seen as individuals who understand their educational trajectory, are more likely to know where they plan to attend college, and quickly know their career choice (Smith & Wood, 2020). Accelerated learners are students who are engaged in advanced coursework or programs such as Gifted and Talented Education (GATE), Advanced Placement (AP), honors, dual enrollment (DE). In this article, we discuss social capital theory and Boykin’s Afro-centric cultural styles (2005) for preparing advanced Black students to engage in postsecondary opportunities. We use accelerated learners and advanced learners interchangeably. Lastly, we present a culturally responsive, anti-racist model, along with recommendations (practice, policy, and research) equitably preparing these Black students for college and a career.

Recommended Citation

Hines, Erik M.; Ford, Donna Y.; Mayes, Renae D.; Middleton, Tanya J.; Moore, James L. III; and McGlone, Desmond (2025) "Debunking Myths: Preparing Black Students Who are Accelerated Learners For Postsecondary Opportunities," Journal of College Access: Vol. 10: Iss. 3, Article 7.
Available at: https://scholarworks.wmich.edu/jca/vol10/iss3/7