Gifted, Black, and Belonging: How HBCUs Cultivate Scholar Identity and Excellence

Gifted Black males remain critically underrepresented in gifted education programs, despite demonstrating high academic and creative potential. Historically Black Colleges and Universities (HBCUs) provide a powerful yet underutilized model for addressing systemic inequities in identification, access, and support through culturally responsive pedagogy, robust mentorship, and identity-affirming learning environments. This manuscript synthesizes theoretical frameworks, including Critical Race Theory, Tinto’s Student Integration Model, Whiting’s Scholar Identity Model, and Social Capital Theory, with empirical evidence to examine how HBCUs contribute to the development and success of gifted Black males across the K–16 continuum. Findings indicate that HBCU-driven interventions significantly enhance belonging, retention, achievement, and post-secondary persistence. Policy recommendations are offered to scale these promising practices across educational systems and to strengthen pathways toward equity and excellence.