When Giftedness and Poverty Collide and Why it Matters: Gifted, Poor, Black Males Majoring in Engineering.

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Bibliographic Details
Title:	When Giftedness and Poverty Collide and Why it Matters: Gifted, Poor, Black Males Majoring in Engineering.
Authors:	Flowers III, Alonzo M.¹ amf422@drexel.edu, Banda, Rosa M.²
Source:	Journal of African American Males in Education. Spring2018, Vol. 9 Issue 1, p71-93. 23p.
Subject Terms:	Academic achievement, Engineering education, African American men
Abstract:	This article empirically contributes to the growing body of literature focusing on the experiences of gifted Black males, particularly those who are from low socioeconomic backgrounds and majoring in engineering, by examining their perspective of academic successes. More specifically, this article examines the experiences of gifted, poor, Black male engineering majors as they navigate the terrain where their giftedness and poverty intersect. For this qualitative study, semi-structured interviews were used to gather in-depth information about the participants' self-identities and academic experiences. Based on participants' responses, four categories emerged to identify aspects of their experiences in college: (a) selfperceptions, (b) financial obstacles, (c) engineering as a major, and (d) the students' perceptions of the institution. Based on the findings, institutions of higher education must understand the various factors (e.g., students' perceptions of achievement, financial issues, and institutional congruence) that influence the academic and social integration of academically gifted, poor, Black male college students. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article empirically contributes to the growing body of literature focusing on the experiences of gifted Black males, particularly those who are from low socioeconomic backgrounds and majoring in engineering, by examining their perspective of academic successes. More specifically, this article examines the experiences of gifted, poor, Black male engineering majors as they navigate the terrain where their giftedness and poverty intersect. For this qualitative study, semi-structured interviews were used to gather in-depth information about the participants' self-identities and academic experiences. Based on participants' responses, four categories emerged to identify aspects of their experiences in college: (a) selfperceptions, (b) financial obstacles, (c) engineering as a major, and (d) the students' perceptions of the institution. Based on the findings, institutions of higher education must understand the various factors (e.g., students' perceptions of achievement, financial issues, and institutional congruence) that influence the academic and social integration of academically gifted, poor, Black male college students. [ABSTRACT FROM AUTHOR]
ISSN:	21539065