The representation of African American students in gifted programs must be examined relative to both recruitment and retention issues. Considerations regarding retention must be addressed as well. After successfully identifying and placing gifted African American students, educators must focus on such variables as school climate, the demographics of faculty and students, school personnel preparation in gifted and multicultural education, curriculum and instruction, and program evaluation. Family involvement is critical to the recruitment and retention of African American students in gifted education. Parents and extended family members must be involved early, consistently, and substantively in the recruitment and retention process.
Parents are effective and reliable sources of identification for gifted children.
Information on development, health, interests, extracurricular activities, learning styles, peer relations, and identity issues can only be provided by family members in many instances.