Patricia Kimathi
Educational therapist
We believe that Black History Month is essential to the education, identity development, and future success of historically underserved Black gifted, talented, and twice-exceptional (2e) children. Black children must have opportunities to see themselves not only in the history of struggle, but also as thinkers, innovators, creators, scholars, leaders, and contributors to every field of human endeavor.
Black History Month grew from the work of historian Carter G. Woodson, who recognized that the history and accomplishments of Black people were largely excluded from American education. His efforts sought to correct that omission and ensure that Black history became an integral part of understanding American and world history. That purpose remains important today. Black history provides children with historical knowledge while also supporting identity, confidence, belonging, and a sense of possibility.
This is particularly important for historically underserved gifted, talented, and 2e Black children, whose abilities may already be overlooked, misunderstood, or underestimated. Many attend schools where they are not part of the majority population and where Black history may receive limited attention. Instruction may focus on a few familiar historical figures or concentrate primarily on slavery and the Civil Rights Movement without adequately presenting the broader history of Black achievement, creativity, innovation, leadership, and resilience.
Gifted and 2e children need more. They need to see Black excellence as a tradition, not an exception. A gifted child interested in mathematics should learn about Black mathematicians whose work changed history. A young scientist or engineer should understand that Black scientific and technological innovation extends from ancient Africa through the present day. Young writers, musicians, dancers, filmmakers, and visual artists should know that they are part of a rich tradition of creativity that has influenced cultures throughout the world. Student-athletes should learn about Black athletes not simply as competitors, but as leaders, entrepreneurs, advocates, and agents of social change.
For twice-exceptional children, these connections can be especially meaningful. A child who is both gifted and experiencing learning, attention, organizational, or other challenges may not always see their abilities reflected in traditional measures of achievement. Learning about Black individuals who overcame barriers, challenged expectations, and used their unique talents can help children recognize that struggle and exceptional ability can exist together.
Families, educators, educational therapists, mentors, and community organizations therefore share responsibility for ensuring that Black history is not limited to what schools provide. Families can read books together, share family histories, attend cultural events, visit museums, explore Black contributions to STEM and the arts, and introduce children to contemporary Black professionals and community leaders.
Black History Month should be more than a celebration of the past; it should be an investment in our children's future. When historically underserved gifted, talented, and 2e Black children understand the achievements of those who came before them, they gain more than historical knowledge. They gain affirmation that their gifts have a history, their abilities have value, and they belong in every classroom, profession, and leadership space they choose to enter.