Dissertations, Theses and Capstone Projects

Date of Award


Degree Type


Degree Name

Doctor of Education in Teacher Leadership (Ed.D)



First Advisor

Dr. Corrie Davis

Second Advisor

Dr. Mark Warner

Third Advisor

Dr. Earl Holliday


This qualitative study examined the perceptions of nineteen gifted Black males about their participation in gifted education at five different school sites within one urban school district. Specifically, the researcher investigated how gifted Black males perceived their placement in gifted education, family involvement, and peer relationships. Data were collected through individual interviews, document analysis, and personalized student journals. The study found the boys held very traditional views of gifted education, and their academic confidence and perceptions of their schools were contingent upon gifted placement, standardized test scores, grades, and peer interactions. Success in gifted was thought to require preparation, teamwork, and social skills, while support systems were key to continued participation. Based on student populations in gifted and other factors, higher socioeconomic environments had clear advantages over lower socioeconomic schools. Finally, despite being academically advanced, future goals of the participants were limited, and heavily influenced by media. These findings highlight the need to expand the views and support of Black males and giftedness during the primary school years.