4.2.1 Great Expectations But Misunderstood: Addressing Executive Function Skills for Black, Gifted Students

Parents of gifted students of color understand the need for challenging academics for their child, but they often overlook the support needed to strengthen executive function skills. They are often surprised and disappointed when their bright child is unable to remember things, shows difficulty regulating emotions, or insists on keeping a messy backpack or desk. In this session, parents will examine misconceptions that families of color have about gifted learners, explore communication strategies for explaining executive function skills, and share concrete methods to help students of color successfully navigate K-12 education and beyond.

Author(s):

Tiffany Blassingame
tblassingame@midtowninternationalschool.com
Midtown International School
United States

Tiffany Blassingame is the Director of Academics at Midtown International School. She supports cultural diversity and underrepresented gifted populations in both the public and independent school sectors. Tiffany is a graduate of Columbia College with a Bachelor’s degree in Early Childhood Education and has a Master’s degree from Clemson University in Education Administration with endorsements in both reading and gifted education. She has worked in both private and public schools. Additionally, Tiffany works as an educational consultant offering STEM and Literacy opportunities to students in rural communities as well as helping students and families as an Academic Life Coach.

Ashley Scott
ascott@midtowninternationalschool.com
Midtown International School
United States

Ashley Scott is the Student Development Coordinator at Midtown International School. He works to support students in both their academic and extracurricular endeavors.