Experiences That Encourage Black Students to Engage in Advanced Learning Opportunities 195 views

Black students are underrepresented in advanced learning programs in the United States. The asset-based pedagogies of Targeted Universalism, Culturally Responsive Pedagogy, Culturally Sustaining Pedagogy, and the Funds of Knowledge Theory shape the conceptual framework of the study. The framework suggests that Black students’ pathway to enrollment in advanced learning is shaped by their experiences inside and outside of school. Using an exploratory case study design, this study examines the in-school and out-of-school experiences of a Black student before enrolling and while attending the Commonwealth School of the Arts from the perspective of a recent program graduate. This case study investigated how her content knowledge, technical and academic skills, and motivations were shaped by her school, family, and community experiences before enrolling at the school and while there. Findings inform recommendations to school districts and other regional schools on addressing racial disparities by supporting Black students’ experiences, which may improve their interest and preparation to participate in advanced learning programs.

EDD (Doctor of Education)

underrepresentation; Funds of Knowledge; asset-based pedagogies; advanced learning; gifted education

English

2026-07-29