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)

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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 development. 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

(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. After this, I was conflicted with to what others that lead to microaggressions, insti- As such, I submit this as a call to extent I should press the issue or expose him tutionalized anti-Black racism, systematic action for young adults (ages 20–26), and to what was being reported if he wasn’t aware. oppression, and a culture that margin- especially gifted young adults, to continue I knew he had already heard conversations, alizes Black lives. Interactions for Blacks the conversations until our voices are guidance, and counsel about being Black with White police can be a matter of life heard. 0 in America, and I did not want to initiate or death, but it is the culture of anti-Black in-depth conversations that he may not be racism that is embedded so deep into the Author’s Note ready for or didn’t need to have at this time. belief system of many Whites, that allows Tony D.D. Collins II is a recent graduate of Davidson College where he earned a B.S. in Psychology. He is currently enrolled in Harvard’s Business School online CORe (Credential of Readiness) program, and will begin graduate studies at University of Georgia this fall with plans to pursue a career in neuropsychology with a focus on creative neurodiversity. He was recognized as a 2014 Dr. Martin D. Jenkins Scholar by the NAGC Special Populations Network.

Endnote 1 Oppression is used as a general term for the interrelated system of ideological, institutional, interpersonal, and internalized oppression along with internalized privilege; www.coloradoinclusivefunders.org

4 PHP | Parenting for High Potential © 2020 National Association for Gifted Children (Continued from p. 3) This is especially important with gifted students. As parents, we can share this information with our children’s teachers; if you homeschool, the information is critical.

Overexcitabilities and Trauma of Racism Research supports claims that gifted students may experience heightened psychological and neurological sensa- tions as they interact with their environments. Pioneered by Polish psychologist Kazimierz Dabrowski, overexcitabilities, or OEs, refer to intense reactions to environments that manifest in the body (e.g., pacing), the senses (e.g., a strong reaction to tags in clothing), the emotions (e.g., empathy for others), the imagination (e.g., constant daydreaming), or the intellect (e.g., the need to question everything).3 An example of this may be a deep concern about racial or social injustices that environment. For example, a gifted Black and his colleagues developed a classification students witness or hear about happening student with a disability already occupies a or taxonomy that offers a continuum of to others, with a desire to act. For younger space in gifted education where others may cognitive complexity.6 James Banks, a Black students, more often than White find it hard to understand their perspective leading scholar in multicultural education, students, these conversations may be heard experiences, and may have to combat racial developed four approaches to curriculum around them as older Black people discuss microaggression from peers, teachers, and reform for depth and complexity to foster their experiences with racism within the so on, who maintain stereotypes about meaning-making for students.7 Together, home, church, or community. their disability and racial identity. these two frameworks make up Ford and Harris’ Bloom-Banks Matrix that supports Multiple Exceptionalities and Cognitively Processing Anti- a teaching and learning strategy to cogni- Perspective Black Racism tively process the construct of anti-Black The term twice exceptional (or 2e) Bibliotherapy is the practice of reading racism, and a curriculum framework for typically refers to more than one disability books to connect students to others with depth and rigor8 that guides gifted Black that is present alongside high learning similar challenges, interests, and/or experi- students in understanding their emotions potential. In the broader sense, the term ences.5 This strategy offers a non-threat- and making meaning of their experience multiple exceptionalities includes complex ening approach to difficult, and sometimes when exposed to racism. intersection of traits of giftedness in controversial, topics such as anti-Black Table 1 (See page 6) outlines an example concert with two or more exceptional- racism. Intended for a younger audience, framework for discussing racism using ities.4 These additional exceptionalities children’s books offer a way to explore the Bloom-Banks Matrix to guide explo- include, but are not limited to, formally concepts that are easy to understand and ration of topics presented in a recently identified disabilities, membership within can be ideal for exploring complex and published children’s book in conjunction an underrepresented subgroup, and/or any more controversial topics for all grade with recent events.9 M. J. Mouton’s other uncommon traits exhibited by the levels, K–12. (See Resources on page 13 in Garrett’s Store (2020) is inspired by the real student. Multiple exceptionalities impact this issue.) life of Garrett A. Morgan (1877–1963), lived experiences of students as they However, addressing racism is not a Black scientist, inventor, and entre- navigate through school with personal enough: We want students to process preneur who was considered a mechanical and social challenges, including how they the concepts and issues on a high level. are treated and how they experience their American psychologist Benjamin Bloom (Continues on p. 9)

Table 1. Addressing Racism and Privilege Using Mouton’s Garrett’s Store

This framework, based on the Bloom-Banks Matrix, offers educators and parents a way to differentiate discussions about racism. It can be used in its entirety for school-wide discussions, or tailored to specific levels by using the four quadrant approach. Start with Quadrant 1 for younger students, progressing up through Quadrant 4 as students age. Remember Understand Apply Analyze Create (Know) (Comprehension) (Do) (& Synthesize) Evaluate (Products) Contribution Identify these Using descriptions Identify the Explain how Why did Garrett Create your own Approach concepts and pictures from benefits and young Garrett take the risk booklet with (Unpacking and provide Garrett’s Store risks of Garrett felt when people of owning two important terms information) examples from only, identify disguising himself would not buy stores? Why didn’t (using definitions, Garrett’s Store: and describe the as Big Chief from his store. he just disguise graphics, and race, ethnicity, major characters, Mason. As the What tells the himself and sentences) from colorism, racial including race. White male clerk. reader he felt that operate Big Chief Garrett’s Store. microaggression, way? Mason’s store? racism, privilege. Additive Select something Identify pages that Similar to the Explain the Interview a White Create a Approach that you enjoy highlight Hitch fireman in ways that young person that has marketing flier (Unpacking doing. Describe the dog. What Garrett’s Store, Garrett, Big Chief worked and/or for Garrett’s hair cultural the culture within message does the recommend ways Mason, and lived as a minority straightening themes) it. personification of that firemen, the clerk dealt in a community. products, as it him as a dog relay police, and with racism and Ask questions and might have been in each example? other positions privilege. Cite summarize that promoted in 1916. Explain. of service could examples. person’s feeling develop a better of safety, comfort, relationship engagement, and with the Black participation level community. Give within that culture. 1examples. 2 Transformation Identify and Identifying Garrett Using a shared What do you think Explain why and Propose addi- Approach provide current Morgan’s racial understanding of Garrett experi- how natural hair of tional dialog or a (Integrating demographic background, culture,* compare enced in real life Blacks became a different storyline perspective) information about explain how it and contrast to influence him civil rights issue in that includes Garrett Morgan’s played a role in his identified racial to use chemicals America. Garrett explicitly racial makeup. career. groups in Garrett’s that treat woolen calling attention Store. Support fabric on his own to the racism he your answers. hair? experienced. Social Action Contrasting Explore organi- Based on the Examine and Reflect on a Join, develop, Approach the rights and zations such as knowledge of make recom- situation where and/or lead a (Integrating position of Blacks NAACP in which Garrett’s inven- mendations for you experienced service-learning social action in 1920 and in Garrett was a tions, write a more equitable racism. Write initiative to and service- 2020, recreate a member. Identify letter to the Nobel standards for a a letter to the educate and learning) children’s story organizations Prize committee, publicly available person to let them support Black of a fictitious for students at recommending employee manual know how it made students who deal modern-day different levels, him, posthu- related to dress you feel and to with experiences Garrett, as an and create mously, for one code and appear- educate them on a of racism. entrepreneur a brochure of the most ance. Be sure to different perspec- owning and to highlight appropriate maintain safety tive of their current operating a store membership science-based considerations. views. (You don’t to sell his own opportunities. Nobel Prizes. have to give it to inventions. 3 4them.) *Culture is a self-identified group of people with shared beliefs, customs, values, language, knowledge, roles, technology, and history. Cultural tools are developed by people within the culture over time to address and maintain key principles of the culture.

Source: Collins (2020) adapted from Ford (2011). Reprinted with permission.

With George Floyd’s death and “Black Lives Matter” as the Elijah’s story of institutionalized victim- framework for discussion, many organizations, including ization as a multi-exceptional (3e) those in gifted education, have put forth solidarity statements1 student that contributed to his death and have begun the process to navigate the complex transla- began long before the encounters with tion of symbolic support into real action. Additional cases have the police. It is this crisis, and underlying issues, why gifted been brought to the surface.2 stakeholders must address educational institutions’ role, and Elijah McClain, a 23-year-old unarmed Black man from Aurora, specifically gifted and talented education (GATE) program- Colorado, reportedly had a heart attack on the way to the ming, in creating environments that foster this phenomenon. hospital, and died days later after he was declared brain dead. This occurred after he was confronted by the local police who reported responding to a 911 call of a “suspicious person.” Although he had not committed any crime, collected reports, Learning footage, and recordings revealed that police put him in a Exceptionality: Gifted carotid hold and called first responders, who then injected him with ketamine.3 McClain’s last words, as he begged for mercy, to police included statements such as, “…I’m an introvert. I’m 2e 2e just different. That’s all. I’m so sorry…Forgive me. All I was trying 3e to do was become better. I will do it. I will do anything. Sacrifice 4 Cultural my identity, I’ll do it…” Learning Exceptionality: Exceptionality: 2e Further investigation revealed that McClain worked as a Social [Dis]Ability massage therapist, and taught himself to play the piano, Categorizations guitar, cello, and violin. He often spent his lunch breaks at local animal shelters, putting on concerts for cats and dogs because he believed music would help soothe their anxiety. One of his massage clients, in speaking with a reporter Multi-exceptionality, as in the case of Elijah McClain, represents from the Sentinel, described McClain as “gentle…child-like the intersection of giftedness, with two or more exceptionalities. spirit…lived in his own little world. He was never into, like Multiple exceptionalities impact lived experiences of students fitting in. He just was who he was.”5 McClain’s mother noted as they navigate through school with personal and social chal- that she had homeschooled him, and she recognized early lenges they may endure, including how they are treated and on that he was intellectually gifted. how they experience their environment.

Endnotes 1 National Association for Gifted Children. (2020, June 5). NAGC denounces 3 Snowdon, Q. (2020, June 11). Aurora axes contract with former state racism and stands for social justice. [Position statement]. www.nagc.org trooper hired to reinvestigate death of Elijah McClain. Sentinel. www.sentinelcolorado.com National Association for Gifted Children. (2020, July 14). Championing equity and supporting social justice for Black students in gifted education: Thomas, D. (2019, November 24). Friends, family of Elijah McClain An expanded vision for NAGC. [Position statement]. www.nagc.org demand accountability with Aurora police. CBS Denver. https://denver.cbslocal.com 2 Collins, K. H. (2020). Gifted and bullied: Understanding the institutionalized victimization of identified, unidentified, and 4 Aurora Police. (2019, November 22). Body worn camera regarding underserved gifted students. In F. Hellen (Ed.) Bullying at school. Jurua in-custody death of Elijah McClain [Video]. YouTube. Editor. Manuscript accepted. https://youtu.be/q5NcyePEOJ8 5 Stringer, G. (2019, October 27). Unlikely suspect: Those who knew Elijah balk at Aurora police account of his death. Sentinel. www.sentinelcolorado.com

© 2020 National Association for Gifted Children National Association for Gifted Children | September 2020 7 (Continued from p. 5) violence and anti-Black racism in America Endnotes genius. Mouton tells the fictional story of as a first step to confronting the structural 1 Black is used to be inclusive of multi- a younger Garrett, who opens a store to barriers, inequitable policies, and unwritten generational born African Americans only sell his inventions, but faces challenges of practices that negatively impact the lived connected through the history of U.S. chattel slavery. racism within his community.10 experiences of Black people in America. In addition to discussing topics such This also includes the institutional racism 2 Sales, J. M., Merrill, N. A., & Fivush, R. as racism and privilege, this curriculum and systemic barriers that negatively impact (2013). Does making meaning make it better? Narrative meaning making and framework is ideal for exploring the conse- the educational experiences of gifted Black well-being in at-risk African-American quences of historical progression of racism. students. Change begins with a conver- adolescent females. Memory, 21(1), 97–110. Educators and parents teaching this book sation that acknowledges the wrongs. Use 3 may choose to differentiate in a single of children’s books for discussion points, Dabrowski, K. (1972). Psychoneurosis is not an illness. Gryf. grade by assigning students different tasks guided by a multicultural curriculum, offers 4 based on their ability to process the book. a framework for these conversations. 0 Mayes, R. D., & Moore III, J. L. (2016). Others may choose to use the same book The intersection of race, disability, and giftedness. Gifted Child Today, 39(2), Author’s Note schoolwide or across multiple grade levels 98–104. by dividing the matrix into quadrants.11 Kristina Henry Collins, Ph.D., is the core 5 By combining the Ford and Harris’ faculty for Talent Development at Texas Forgan, J. W. (2002). Using bibliotherapy to teach problem solving. Intervention in Bloom-Banks Matrix and children’s liter- State University. She holds a Ph.D. in School and Clinic, 38, 75–82. ature focused on racism, discussions (and Educational Psychology and an Ed.S. in 6 understanding) go much deeper than Gifted and Creative Education (University Anderson, L. W., Krathwohl, D. R., Airasian, surface level. This is just one strategy that of Georgia). Her research focuses on social, P., Cruikshank, K., Mayer, R., Pintrich, P., & Wittrock, M. (2001). A taxonomy for educators and parents can use to promote emotional, and cultural (SEC) contexts learning, teaching and assessing: A revision of anti-Black racism. of gifted and talent development; STEM Bloom’s taxonomy. Longman Publishing. identity development in underrepre- Anderson, L. (2006). Revised Bloom’s taxonomy. Final Thoughts sented students; and mentoring across the [Paper presentation]. North Carolina Career It is time to answer the call to action for lifespan. She currently serves as president and Technical Education Curriculum the dominant culture and those in positions of SENG and a member-at-large for the Development Training. of power to denounce unjust acts of NAGC Board of Directors. Bloom, B. (Ed.). (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. John Wiley. 7 Banks, J. A. (1989). Approaches to multicultural curricular reform. Trotter Institute Review, 3(3). 8 Ford, D. (2011). Multicultural gifted education (2nd ed.). Prufrock Press. 9 Collins, K. H. (2020). Foster Black student STEM identity: Understanding race, racism, and underrepresentation in STEM. [Unpublished resource for Curriculum for Depth and Challenge (CI 5359)]. Texas State University. 10 www.biography.com/inventor/garrett-morgan Mouton., M. J. (2020) Garrett’s store. Tiny Thinkers Books. www.tinythinkers.com 11 Trotman Scott, M. F. (2014). Using the Bloom−Banks matrix to develop multicultural differentiated lessons for gifted students. Gifted Child Today, 37(3),163–168.