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

Journal of College Access Volume 10 Issue 3 Caeer Pathways and Social Capital Article 7 8-2025 Debunking Myths: Preparing Black Students Who are Accelerated Learners For Postsecondary Opportunities Erik M. Hines George Mason University, Donna Y. Ford The Ohio State University, Renae D. Mayes University of Arizona, Tanya J. Middleton The Ohio State University, James L. Moore III The Ohio State University, Follow this and additional works at: https://scholarworks.wmich.edu/jca See next page for additional authors Part of the Gifted Education Commons, and the Student Counseling and Personnel Services Commons 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 This Article is brought to you for free and open access by the Western Michigan University at ScholarWorks. It has been accepted for inclusion in Journal of College Access by an authorized editor of ScholarWorks. For more information, please contact . Debunking Myths: Preparing Black Students Who are Accelerated Learners For Postsecondary Opportunities Authors Erik M. Hines, Donna Y. Ford, Renae D. Mayes, Tanya J. Middleton, James L. Moore III, and Desmond McGlone This article is available in Journal of College Access: https://scholarworks.wmich.edu/jca/vol10/iss3/7 Debunking Myths: Preparing Black Students Who are Accelerated Learners For Postsecondary Opportunities Authored by Erik M. Hines (George Mason University) Donna Y. Ford (The Ohio State University) Renae D. Mayes (University of Arizona) Tanya J. Middleton (The Ohio State University) James L. Moore III (The Ohio State University) Desmond McGlone (George Mason University) A ABSTRACT Black students are the most underrepresented in Gi ed and Talented Educa on (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, par cularly Black students, are usually seen as individuals who understand their educa onal trajectory, are more likely to know where they plan to a end college, and quickly know their career choice (Smith & Wood, 2020). Accelerated learners are students who are engaged in advanced coursework or programs such as Gi ed and Talented Educa on (GATE), Advanced Placement (AP), honors, dual enrollment (DE). In this ar cle, we discuss social capital theory and Boykin’s Afro-centric cultural styles (2005) for preparing advanced Black students to engage in postsecondary opportuni es. We use accelerated learners and advanced learners interchangeably. Lastly, we present a culturally responsive, an -racist model, along with recommenda ons (prac ce, policy, and research) equitably preparing these Black students for college and a career. ccelerated learners are often seen as highly capable, brilliant, and needing little help with academic advancement and success, along with socio-emotional wellbeing (Peterson, 2015). Also, accelerated learners 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). Further, adding race to the equation, particularly for Black students, the process gets complicated due to tackling a host of myths and barriers such as low and negative expectations, prejudice, discrimination, and denied opportunities (Ford & Hines, 2025). Specifically, of all student groups, 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; Hines et al., 2025). The phrase Young, Gifted and Black (song by Nina Simone) often comes with teacher bias, low expectations, and being under-referred and underidentified for advanced academics. These misconceptions Keywords: Black students, accelerated learners, social capital theory, Boykin’s Afro-centric cultural framework, postsecondary opportuni es Volume 10 | August 2025 | Issue 3 (Special Issue: Career) 105 Debunking myths and myths, and subsequent social injustices about advanced students, especially those who are Black, often leave students to their own devices to find academic success, and pursue socio-emotional and psychological wellness (Ford, Hines et al., 2023; Ford & Hines, 2025). Additionally, the lack of proper career counseling and guidance for postsecondary opportunities during their P12 experience exacerbates these unjust matters (Hines & Owen, 2022). Little is known if GATE, DE, AP, and other advanced students get the counseling and guidance they need to plan for and be prepared for postsecondary opportunities. Therefore, our intent in this article is to debunk myths and deficit thinking, and discuss how school counselors, through social capital and Afrocentric cultural styles (Boykin & colleagues, 2005), can equitably prepare advanced Black students for postsecondary options and opportunities. to low teacher and counselor expectations and limited support (Mayes, 2020). Even further, Black students may not see themselves in the curriculum, specifically in the current era of banned books and anti-DEI, which may affect their self-esteem, self-concept, self-efficacy, and racial identity and pride (Ford, Hines et al., 2023; Ford & Hines, 2025). Ford (2010) has maintained for decades that GATE and all other advanced courses and programs must be culturally responsive - the learning environment, relationships (student-teacher; student-student), testing and assessment, curriculum, and instruction - in order to affirm and honor them as cultural beings who are very capable. Otherwise, their self-efficacy and opportunity to be prepared for postsecondary opportunities are compromised. The systemic bias in GATE identification and enrollment for Black students has been reviewed at length, and school administrators and school counselors have been challenged to address the disproportionate rates and examine varying factors that fail to recruit and retain them (Ford, 2013, 2014). The overrepresentation of Black students in special education (Hines, Ford et al., 2022; Woodson & Harris, 2008) and underrepresentation in GATE exacerbate access and opportunity gaps that hinder college and career readiness (Johnson & Lawrin, 2020). The P-12 to higher education and then career pipeline is primed by gifted and talented education opportunities, along with AP and dual enrollment. Accelerated Learning Gifted and Talented Black Students Participation in gifted and talented programs for Black students can be challenging and daunting (Hines (...truncated)