What explains the persistent disparate enrollment of black students in gifted and talented education programs? The bulk of the literature attributes these enrollment patterns to teacher bias against black students, a lack of knowledge about how giftedness manifests itself in black youth, and the apathy of black parents in the identification process. 1 argue that disparate enrollment persists because of a participation paradox in education. Politicians and policymakers encourage black parents to become involved in the identification process. However, educators are resistant when members of the black community advocate for access to GATE in the same ways that white parents do so because these forms of participation threaten educators' status as identification experts. More specifically, I argue that the distribution of GATE enrollments is a function of how state and federal governments structure the relationship between education advocates (parents and community members) and educators (teachers and administrators). I find that educational outcomes are less a function of teacher bias and parent motivation than they are a function of strategic professional responses to political pressure. I develop the theory of proprietary threat which addresses the question of how democratic responsiveness is achieved in the areas of government where bureaucratic agents are poised to provide the most immediate response to the public. The theory of proprietary threat elaborates on the policy implementer's decision-making process when facing competing claims for public goods within environments with various power-sharing arrangements between national, state, and local governments. The theory posits that policy implementers who want to maintain their status as the primary experts in their fields will be preemptive in policy implementation when members of the public are likely to engage in activities that copy and compete with their services. I employ a multiple-level mixed methods research strategy. The analysis includes an in-depth case study state legislations and statistical analyses of the Project on Human Development in Chicago Neighborhoods Survey. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]