Debbye Dillard, EdD
Former teacher, principal, and parent of two gifted children
We believe that historically underserved gifted, talented, and twice-exceptional (2e) children need a strong understanding of their identity, heritage, and personal history to fully recognize and develop their potential. Academic ability alone is not enough. Gifted children also need to know who they are, where they come from, and how their families and communities have contributed to the world around them.
As a former teacher, principal, and parent of two gifted children, I have seen how important identity is to a child's confidence and sense of belonging. For gifted and 2e children from historically underserved communities, this understanding can be especially important because they may attend schools or participate in gifted programs where few students, teachers, or professionals share their cultural backgrounds.
When children learn that they are part of a rich history, they begin to understand that their gifts are connected to generations of creativity, achievement, perseverance, and leadership. Seeing themselves reflected in history helps children understand that excellence is not something they must prove they deserve—it is part of the legacy they have inherited and can continue.
Families are among a child's most important teachers. Parents and caregivers can help children understand history by connecting major events to their family's experiences. One meaningful activity is creating a family and personal timeline.
My own timeline begins in the 1950s, when I remember learning about Negro History Week and hearing radio programs highlighting African American accomplishments. I remember seeing Nat King Cole host a nationally televised program and witnessing representation that was rare during that period.
My timeline continues through the 1960s. I remember President John F. Kennedy's assassination, the integration of my Texas school, the growing Black Power movement, and the assassinations of Dr. Martin Luther King Jr. and Robert F. Kennedy. I also remember watching Julia, starring Diahann Carroll as an intelligent, professional, self-sufficient Black woman—a television image that challenged many of the stereotypes of the period.
The 1970s brought additional milestones. I attended Texas Christian University, moved to Los Angeles, witnessed the Watergate era and President Richard Nixon's resignation, and saw the growing national recognition of Black History Month.
These events are not simply dates in a history book. They are part of my life story and help younger generations understand how national history, community history, and family history intersect.
We encourage historically underserved gifted and 2e families to make identity and heritage an intentional part of developing their children's gifts. Create a family timeline. Interview grandparents and elders. Preserve photographs and stories. Explore books, museums, music, art, newspapers, and historical sites. Discuss both the accomplishments and challenges experienced by previous generations.
Most importantly, help children add their own milestones, achievements, challenges, and dreams to the timeline. Gifted children should see themselves not only as students learning history, but as young people who are already becoming part of it.
When children understand where they come from, they are better prepared to determine where they want to go—and how their gifts can strengthen their families, communities, and future generations.