Academic resilience among Black and Latino gifted students

Previous research posits that gifted students of color experience underachievement when faced with risk factors, such as low socioeconomic status, low parental educational attainment, perception of unsupportive school culture, and poor social-emotional health. The present study employed a qualitative, phenomenological research design to explore the role of protective factors in allowing gifted students of color to achieve academic success. Participants (N=8) were high-achieving Black and Latino gifted students in middle school performing well academically. Semi-structured interviews and classroom observations provided data on the identification and utilization of protective factors that support academic achievement for students experiencing at least three risk factors. Results of the study revealed five broad themes and thirteen subthemes related to personal and contextual factors that promoted academic resilience, including high parental involvement, positive school climate, and internal locus of control. Concluding remarks include discussion of study limitations, practical implications, and directions for future research