Effie Beaty Daniels
Adapted from the reflections of Effie Beaty Daniels
The Central Cities Association for Gifted and Talented Children (CCAGTC) believes that positive parenting is one of the most powerful influences on the development of gifted, talented, and twice-exceptional (2e) children. For historically underserved families, parenting practices that recognize children as individuals, maintain high expectations, strengthen family relationships, and affirm cultural identity can help children develop the confidence and resilience needed to reach their potential.
The experiences of Effie Beaty Daniels, who grew up as one of nine children in a Black family in Texas, provide an important example of how these principles can be passed from one generation to another.
Daniels' parents grew up during the late 1800s and early 1900s, when educational opportunities for African Americans were severely restricted by segregation and discrimination. Yet both attended college—her father at Tuskegee Institute and her mother at Paul Quinn College. They understood education not simply as personal advancement but as essential to the progress and survival of their family and community.
Their commitment to learning extended beyond academics. Daniels' father was a farmer and business owner who operated an automobile repair shop. Her mother was a musician, seamstress, homemaker, and entrepreneur who helped operate two cafés. Their children participated in sports, music, games, and other activities that encouraged creativity, problem-solving, teamwork, and perseverance.
Most importantly, Daniels remembers that her parents recognized the individuality of each of their nine children. Her mother later explained to a granddaughter that no two children were alike, so each child had to be raised according to who that child was.
This principle is especially important for gifted and 2e children. Giftedness does not look the same in every child. One child may demonstrate advanced academic abilities, while another's gifts may emerge through art, leadership, technology, athletics, music, creativity, or problem-solving. A twice-exceptional child may demonstrate remarkable abilities while simultaneously struggling with learning, attention, organization, communication, or other challenges. Parents must be encouraged to look beyond grades and traditional definitions of achievement to recognize the whole child.
Positive parenting also combines expectations with respect. Daniels' parents established clear rules, but discipline did not depend on yelling or physical punishment. Her mother talked calmly with each child about behavior and responsibility. Family meals provided another important foundation. Sitting together created opportunities for communication, connection, guidance, and belonging.
CCAGTC believes historically underserved gifted and 2e children benefit when families are empowered to recognize strengths, advocate for appropriate educational opportunities, establish supportive expectations, and preserve strong family and cultural connections.
Schools and communities must also respect parents as essential partners. Families should have access to information about gifted identification, 2e services, enrichment opportunities, advocacy, and educational pathways so that a child's potential is not overlooked because of race, income, disability, language, neighborhood, or limited access to resources.
The lesson across generations is powerful: Children thrive when adults see who they are, nurture what they can become, and provide both roots and wings for their journey.
CCAGTC: Empowering families. Expanding access. Elevating potential. Talent exists in every community, and opportunity should too.