Gifted Black students face many barriers to achievement and motivation, including social, cultural, and psychological constraints. This article addresses the concept of underachievement among gifted Black students by appraising definitions of "gifted" and "underachievement, " and by exploring barriers to achievement. This discussion also focuses on a study that explored how perceptions and beliefs contribute to or exacerbate underachievement among even the most capable Black learners. Finally, the authors offer recommendations for promoting contemporary and appropriate definitions and identification practices so that Black students will become fully represented in programs for the gifted.
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