Dr. Toyka Whitley

Dr. T. Whitley, a California native now based in Arizona, holds a doctorate in Education: Curriculum and Instruction. Her extensive experience in diverse educational settings fuels her expertise in supporting teachers with inclusive education, instructional strategies, educational technology, and special education. Dr. T.'s commitment extends beyond the classroom as the founder/director of a nonprofit dance organization and an AAGT Advocacy member. Her recent work with the NAACP ACT-SO student & BSU recruitment committee, and her presentation at the NAGC National Symposium demonstrate her dedication to broader community engagement and equitable educational opportunities.

Seeing True Potential: Moving Beyond the Surface to Support Black & Marginalized 2e Learners by Challenging Teacher Expectancy

To effectively support Black and marginalized twice-exceptional (2e) learners, educators must actively challenge existing biases that lead to inequitable educational opportunities. These students, who navigate the complexities of both giftedness and disability, are often rendered invisible due to low teacher expectations and a tendency to focus solely on their disabilities rather than recognizing their potential. Consequently, they are frequently under-identified for gifted programs. Creating inclusive classrooms that intentionally integrate culturally relevant pedagogy and address the distinct learning profiles of 2e Black and marginalized students is essential to fostering their growth and achievement.