And Still We Rise: Text

Overview

AND STILL WE RISE

By Miles Corwin

The Trials and Triumphs of

Twelve Gifted Inner-City
Students

Text Overview:
And Still We Rise by Miles Corwin
outlines the lives of twelve gifted
students attending Crenshaw High
Schools magnet gifted program. Each
student manages to maintain high
academic achievement and cultivate
his or her intelligence despite facing
over bearing life struggles.
The
journey of the twelve students is
inspiring, and sheds light to the unseen
abilities and talents of students in
urban
educational
environments.
When given adequate support and
when educators are champions for
their students, all learners have the
aptitude to reach their highest
potential.

Remember the past.

Cherish the present.
Conquer the future.
- Danielle (Valedictorian)

Teachers College
Fall 2016
Giftedness and Intelligence
Dr. Pinedo-Burns

By B. Gaines
C. Jones

Bibliographic Information: see

Weebly
http://andstillwerise.weebly.com/

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v The Students

* The Teachers and Administrators

* The Stakes and Key Issues

Key Points:

Ms. Moultrie (Mama

Moultrie):

Standouts Amongst the Talented

Twelve:

Olivia
o
o
o

Survivor (absuive home, foster

care, homeless, arrested)
Natural Entrenpenrur
Attends Babson College

Miss Little:

Teenage mother

Brilliant Poet (p. 47)

College in process

Sadikifu
o

Gifted and Gangster (G and GT)

Graduates and attends Clark

College (postscript)

Gifted poet and plans to teach.

Experience and extensive knowledge

with AP literature

Demonstrated GT emotional intensity

I hate liars. Some people have no

morality. Here is one place you can
learn morality in literature (105).

Toya
o

A local product of Oakland ( she lives

in the neighborhood with the
students)
Connected with the students on a
cultural level
Youll be reading Native Son and
will learn about the blacks moving to
out of the South to Chicago, into the
slums and project (p. 87)

Mr. Braxton:

Passionate but not always effective with

supporting the gifted students.

Insufficient resources to fully support

the students.

The thought of all these kids who

were bright, but whose futures were
limited because they could only speak
in Ebonics and couldnt communicate
properly outside of their
neighborhood (p. 321)

Under-representation of
minorities in traditional gifted
programs persists.

Gifted programs are not

resourced equally. Gifted
students are not serviced equally.

Students are not provided with

the same rate of access to AP
courses in comparison to other
Los Angeles schools (1:3).

Relevant Takeaways:
v Be aware of and
institutionally prepared for
the students ongoing and
stories and struggles
v Merge yet balance the
teaching skill sets of both
Moultrie and Little
v GT identification processes
fall short of capturing and
including the varied gifts of
minority students
v Inner city GT program
should provide total child
services-similar to cradle to
grave
v Provide services based on
students needs and right
within the classroom