Author: Tiombe Bisa Kendrick-Dunn

Gifted and talented children from culturally and linguistically diverse backgrounds often face limited guidance, unequal educational opportunities, discrimination and lowered expectations. These challenges hinder social and emotional development, persist into adulthood, and undermine professional advancement. Society must acknowledge and support CLD gifted individuals to prevent ongoing disenfranchisement.

Many parents of racially and culturally diverse gifted children worry about racism, discrimination, cultural preservation, bullying, and self-advocacy. They must prepare children early, seek supportive resources and culturally responsive mental health services, and promote resilience while protecting cultural identity amid mainstream societal challenges.

This post argues that racially diverse gifted students face increased social and emotional challenges despite high intellectual ability, including lack of opportunities, underrepresentation in leadership roles, and unpreparedness for racism. It calls for sustained support, preparation, and resources to ensure their wellbeing and academic and career success.

This post argues that globalization affects American gifted children, urging exposure to other languages, cultures, and global competition. It warns that ignorance can cause misunderstanding or prejudice, and recommends teaching children about diverse customs, values, and languages so they can adapt and succeed in an interconnected world.

Two gifted high school students from different cultural backgrounds briefly left school despite strong abilities, later returning. Both lacked mentorship and guidance, limiting optimism for the future. The author emphasizes society’s failure to support gifted minority students and the urgent need to address their social and emotional needs.