Developing Talents Among High-Potential Students From Low-Income Families in an Out-of-School Enrichment Program

Abstract

Enrichment programs can provide various social and academic benefits for high-potential learners. However, students from low-income families receive fewer opportunities for academic enrichment than students from higher income backgrounds. This qualitative study examined the experiences and perceptions of high-potential students from low-income families who received financial support in order to attend an out-of-school enrichment program. Interviews and observations revealed four major benefits: positive experiences; new, above-grade-level concepts; interactive learning; and social support. In addition, descriptive results from student evaluations comparing students from low-income families to the rest of the participants indicated that both groups had similar perceptions of their classroom activities, concepts, and teachers. Findings suggested when they are provided with opportunities to participate in classes that interest them, high-potential students from low-income families can successfully perform in an out-of-school enrichment program and experience the same social and academic benefits as other gifted students.