Research on Black student presence in gifted and talented programs consistently illuminates issues with recruitment and underrepresentation. While enrolled, gifted Black students face a series of issues that affect their ability to persist and achieve, especially in nondiverse environments. This work examines the reflections of four Black adults who attended gifted schools in New York City and encountered significant hurdles during their K–12 schooling. These findings are excerpted from a larger qualitative study that investigated how Black adults, who were identified as gifted in New York City Public Schools, reflected on their experiences as gifted students and how they leveraged those experiences to persist to and through college. Using Schlossberg’s model for adapting to transitions as the theoretical frame, findings suggest that participants received limited guidance as they transitioned to college but learned many lessons that led to become productive in college.

中文翻译：

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“我努力过，但我做到了”：黑人天才低等学生过渡到大学

对黑人学生在天才项目中存在的研究始终阐明招聘和代表性不足的问题。在入学期间，有天赋的黑人学生面临着一系列影响他们坚持和实现能力的问题，尤其是在非多样化的环境中。这项工作考察了在纽约市的天才学校就读并在 K-12 学校教育期间遇到重大障碍的四名黑人成年人的反思。这些发现摘自一项更大的定性研究，该研究调查了在纽约市公立学校被认定为天才的黑人成年人如何反思他们作为天才学生的经历，以及他们如何利用这些经历坚持到大学学习。以 Schlossberg 的适应转变模型为理论框架，