Donna Palmer and Patricia Kimathi
Retired educator; educational therapist
The Central Cities Association for Gifted & Talented Children (CCAGTC) believes that historically underrepresented gifted, talented, and twice-exceptional (2e) students must have equitable access to early and ongoing college preparation, academic guidance, financial information, and enrichment opportunities. Preparing for college should not begin during the senior year of high school. It should begin early and develop throughout a child's educational journey.
Historically underrepresented gifted and 2e students may face barriers that prevent their abilities from being recognized and developed. Giftedness can be overlooked when students attend under-resourced schools, have limited access to advanced classes, or have learning differences that mask their abilities. Families may also lack access to information about college requirements, scholarships, financial aid, enrichment programs, and other opportunities. Talent exists in every community, but access to opportunity does not.
During elementary school, families can begin by encouraging curiosity, reading, problem-solving, creativity, and strong learning habits. Parents should monitor their child's academic progress and ensure that their strengths are recognized and appropriately challenged. Early conversations about college and careers can help children begin imagining future possibilities without creating unnecessary pressure.
By middle school, students should explore challenging courses and electives connected to their interests, including STEM, the arts, technology, languages, and other areas of strength. They should also begin developing study skills, organization, time management, writing, and self-advocacy. These skills are especially important for 2e students, who may demonstrate exceptional abilities while also needing support with attention, executive functioning, reading, writing, or other learning challenges.
During high school, families should understand graduation and college admission requirements, including California's A–G requirements when applicable. Gifted and 2e students should have access to appropriately challenging options such as honors, Advanced Placement, dual-enrollment, career pathways, and enrichment opportunities. Students should be encouraged based on their abilities and potential—not limited by assumptions about their background, disability, income, or community.
Financial planning should also begin early. Families should learn about scholarships, grants, financial aid, work-study programs, and other resources that can make college affordable. Dr. Monique Thompson's No More Sharecropping Education: The Zero Debt College Project Story offers strategies for helping families pursue higher education while reducing unnecessary college debt.
Families should compare colleges carefully, considering academic programs, admission requirements, total costs, financial aid, campus culture, housing, and student support services. For 2e students, families should also investigate disability accommodations, academic support, counseling, and opportunities for advanced learning.
CCAGTC believes families are essential partners in preparing historically underrepresented gifted and 2e children for college and future careers. Families should be empowered to ask questions, advocate for challenging educational opportunities, attend college fairs, visit campuses, meet admissions representatives, and seek scholarships and financial assistance.
Preparing for college is more than completing applications. It is a long-term process of helping children recognize their gifts, strengthen their skills, advocate for their needs, explore possibilities, and believe they belong in higher education.
When preparation begins early, opportunity expands—and historically underrepresented gifted and 2e students are better positioned to turn their potential into future success.