Through the reflections of 17 Black adults who attended gifted schools in New York City, this qualitative study investigated how they transitioned into and through gifted programs as students. Findings suggest four themes: (a) Many students were referred to gifted programs during their elementary school experience either by their teachers or by their parents; (b) participants expressed having an easy transition into gifted programs in elementary because their schools and gifted programs were racially diverse and provided a welcoming school environment; (c) during middle and high school, participants noted difficulty transitioning through school as gifted students, due to being one of few Black students in their gifted programs, as well as having to attend schools outside of their neighborhood; and (d) despite this, through supportive relationships and community partnerships, they were able to find the space to survive (and thrive) in their programs. Recommendations are provided for educators to support gifted Black students.

中文翻译：

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驾驭天才泡沫：黑人成年人反思他们在纽约天才计划中的过渡经历

通过在纽约市就读天才学校的 17 名黑人成年人的反思，这项定性研究调查了他们作为学生如何过渡到和通过天才课程。调查结果显示了四个主题： (a) 许多学生在他们的小学经历中被老师或父母推荐到天才课程；(b) 参与者表示在小学很容易过渡到资优课程，因为他们的学校和资优课程具有种族多样性，并提供了一个温馨的学校环境；(c) 在初中和高中期间，参与者注意到作为天才学生在学校过渡有困难，因为他们是天才课程中为数不多的黑人学生之一，并且不得不在他们附近的学校上学；(d) 尽管如此，通过支持性关系和社区伙伴关系，他们能够在他们的项目中找到生存（和繁荣）的空间。为教育工作者提供了支持天才黑人学生的建议。