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The Retrospective Voice of a Gifted Black Young Adult by Tony D.D

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The Retrospective Voice of a Gifted Black Young Adult by Tony D.D gifted voices reflect on racism Talking about Racism in America and in Education: The Retrospective Voice of a Gifted Black Young Adult By Tony D.D. Collins II s the protests and riots reached apex Taylor, Ahmaud Arbery, and Rayshard community, I came to understand that levels after the killing of George Brooks’ deaths were justified and/or police my need to talk through an ebb and flow Floyd in Minneapolis, I felt despair rendered an unnecessary use of deadly of deep emotions, a search for truth, and Aas I thought about the overall force. Still trying to come to grips with yearning for real change was, in addition condition and the inherited “second-class the deadly effects of COVID-19 and my to my lived experiences as a Black male, citizenship” of Black people in America senior year of college being cut short with a consequence of triggered overexcitabil- no matter their status, position, and/or no graduation ceremony to recognize a ities. Having been identified twice excep- contribution to American society. I have long, hard journey at a highly selective, tional (2e), much time was invested by my to admit that I had mixed feelings when prestigious private college, I also felt parents during my secondary education my collegiate football teammates reached defeated. And then I felt motivated to years to help me understand characteristics out to check on me, to see if I was okay. act. I felt concerned about my 14-year-old of my “exceptionalities” that impacted the I appreciated the concern that affirmed brother living more than 300 miles away way I think, feel, and behave. This made our team’s brotherhood that transcended from where I was currently at college. But me even more concerned for my brother race solidified through football. I was also when asked, I would simply reply, “I’m because, this time, it was all over social encouraged by an “epiphany” moment for okay.” But I’m not okay. It’s not okay. I media. He, too, had been identified gifted some of my White teammates that were wondered, why would anyone be okay, and often exhibited traits of intensely tuned finally “woke.” even if they are not Black? perceptions and heightened emotions and However, my natural reaction was, In retrospect, as a consequence of sensitivities. Not sure what to say or how “This ain’t nothing new; Black men have a larger issue, I found myself trying to to start the conversation about what was been victims of police brutality for decades. make meaning of the continued killing of happening, I sent a text to my dad: So, yeah, I’m okay; I have no choice but to Black people at the hands of police who “Y’all talk about the George Floyd killing be okay.” And, after that, came anger. I was took an oath to protect and serve. From at home? The protest and things? With Tim angry that there was a nationwide debate several dialogues that I had with my (pseudonym) I mean.” questioning if George Floyd, Breonna parents, friends, and peers from the online (Continues on p. 4) 2019–2020 Parent Editorial Content and Advisory Board Published by Michele Joerg, Chair Deb Douglas Megan Parker Peters Editor-in-Chief: Kathleen Nilles Brooklyn, NY Fitchburg, WI Nashville, TN Editorial Assistant: Denise Notz Edward R. Amend Jessica Koehler Pamela Peters Layout & Design: Julie Wilson Lexington, KY Alamo, CA Mansfield Center, CT Kate Boonstra Jessica LaFollette Ann Smith Parenting for High Potential is published quarterly, and Urbandale, IA Kansas City, MO San Mateo, CA is distributed as a membership benefit by the National Jean Chandler Jessa Luckey Goudelock Association for Gifted Children (NAGC). The views expressed Charleston, SC Fairfield, CA in the magazine are those of the authors and do not necessarily reflect the views of NAGC or its Board of Directors. NAGC Board-Parent Representative Parent, Family & Community Network Chair NAGC Staff Liaison Copyright © 2020. National Association for Gifted Children, Tracy Inman Michele Kane Kathleen Nilles 1331 H Street NW, Suite 1001, Washington, DC 20005. Bowling Green, KY Long Grove, IL 202-785-4268. www.nagc.org. 2 ToPHP access | Parenting issues digitally,for High Potentialgo to www.nagc.org/resources-publications/nagc-publications Talking about Racism in America and in Education: The Reflection of a Gifted Black Educational Professional and Mother of Gifted Black Young Adult By Kristina Henry Collins lack families in the United States share most appropriate to address racism in experienced racism (i.e. what happened a unique burden that never even enters America. When a child mimics or experi- to them exactly). This ensures that the the minds of most White families: ences racism and/or expresses concerns discussion does not take on a passive, Bthe burden of “the talk” they are about it, implicitly or explicitly, that is generalized and disconnected tone. Also, compelled to pass on as if it were a family the appropriate time to talk about it. And, when discussing complex and contro- heirloom.1 What is the content of this if possible, address it with all persons versial topics such as racism, other consid- talk? Anti-Black racism in America. The involved—including those that may have erations such as overexcitabilities (OEs), complicated process to make meaning2 been witnesses, or bystanders, of the act. It multiple exceptionalities (See sidebar on of the continued, senseless deaths of is important to have that discussion from page 7), and cognitive processing abilities unarmed Black people at the hands, guns, the racial perspective of the students who must be made in addition to the student’s and knees of White police. The broader actively carried out acts of racism (i.e. what background and experience with racism. topics of institutionalized and systemic they did exactly) as well as the students who (Continues on p. 5) barriers in the educational system. And the list continues. In the article on the facing page, Tony, my son, shared his experience grappling with “the talk” and his desire to explain his understanding with his younger brother. As a mother, I see how it offers an analytical example of making meaning of lived experiences as well as personal devel- opment. As an educator, I see numerous implications it has on the educational experience of all gifted students, especially Black gifted students. If institutionalized racism and oppression start in school, what can be done to change it? Racism is a socially learned construct. Parents and teachers must acknowledge how students are intro- duced to racism and are immersed into a racist culture. As such, conversations about race, racism, and privilege cannot be colorblind, general discussions. There is no minimum age that is © 2020 National Association for Gifted Children National Association for Gifted Children | September 2020 3 gifted voices reflect on racism (Continued from p. 2) At the same time, I wondered if many non-life threatening acts of racism to go “No, we haven’t. Just me and your White people really felt like their whole unchecked and that contribute to the mom. Why you ask?” race was being attacked as America tries to oppression of Black people in America. “Been posting a lot and having conversa- make amends for the injustices that have And most times, for Black kids, the experi- tions; haven’t talked to Tim about any of this been allowed to go on for far too long. I ences of institutionalized racism and over the years, because he was young, but he would imagine that White people that do oppression start in the educational system. is older now.” not consider themselves as racist want to Enough is enough. I have decided that I “Yeah. I will talk to him, but you can disconnect from the historical wrongs and no longer want to be positioned as a victim. also as a big brother.” oppression1 that were implemented at the I no longer want to live in constant fear— [Liked]. hands of White people. However, I feel as even in my own home—of police that do if a disconnect is what compels a need to not value my life as they would my White Followed by a text to Tim: categorize people and behavior–good cop, counterparts. I no longer want to feel that “You been keeping up with all this stuff bad cop; good people, bad people; enemies my future and life are being held hostage on Instagram about George Floyd and the and allies. However, just as Blacks of today to a system that sees me as a threat to a protests?” have to understand and live accordingly false sense of civility. I am not okay. I will “No, not really.” based on the generational consequences be okay when actions for change against “I know there is a lot going on right of oppression, so do Whites as inheritors anti-Black racism match statements of now, and lot of it pertains to our skin color, of privilege. Within each culture, there are solidarity. I will be okay when the educa- brutality, protests, and so forth. Just wanted values, interests, and beliefs that are passed tional system adequately acknowledges and you to know if you have any questions, down as a way of life that create biases addresses the racism that serves as hurdles thoughts, or feel confused about any of it, I when it comes to others outside of their for students like me. I will be okay when am here to talk you through anything.” own culture. my peer group maintains “a representative “Yeah, appreciate it.” So, it’s not about good people and bad seat at the table” for policy, for education, [Liked] people, but acknowledging and under- within organizations, and so on so that our standing that it is the implicit biases toward voices—in first person—are heard.
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