Recognizing Gifted Potential: Educational Reflections of Black Men in Medicine Overlooked in K–12 Schooling

This qualitative study examines the experiences of Black males who were not formally identified for gifted services during K–12 schooling but later succeeded in medicine. Despite the persistent underrepresentation of Black males in gifted programs, less is known about how these students navigate advanced academic pathways without early identification. Guided by Critical Race Theory, this narrative inquiry explored the educational trajectories of three Black men in medicine from K–12 schooling through their educational and professional pathways into medicine. Semistructured interviews elicited reflections on school experiences, teacher perceptions, access to advanced learning opportunities, and factors contributing to persistence in a competitive STEM-M (science, technology, engineering, mathematics, and medicine) field. Thematic narrative analysis revealed patterns of underrecognized advanced potential, racialized expectations, limited access to enrichment, and the influential roles of mentorship, resilience, and self-efficacy. Findings suggest instructional and relational experiences may have contributed to the underrecognition of advanced potential while illuminating strengths that supported long-term achievement.