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Book part
Publication date: 14 July 2014

Donna Y. Ford

This chapter examines underrepresentation among African American and Hispanic students in gifted education using the perfect storm analogy, arguing that social inequality…

Abstract

This chapter examines underrepresentation among African American and Hispanic students in gifted education using the perfect storm analogy, arguing that social inequality, elitism, and colorblindness are three forces that contribute to the poor presence of these groups in gifted education. Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity. Underrepresentation is placed under the larger issues of achievement gaps, and inequitable school practices, specifically de jure segregation. Models and discussions of social inequality, elitism, and colorblindness are presented to explain that the magnitude of underrepresentation is beyond statistical chance and a function of decision makers’ attitudes and beliefs grounded in deficit paradigms. The primary theses and admonitions are that gifted education underrepresentation is counterproductive in such a culturally different nation, and that desegregating gifted education is nonnegotiable. Suggestions for desegregating gifted education and eliminating inequities are provided.

Details

Gifted Education: Current Perspectives and Issues
Type: Book
ISBN: 978-1-78350-741-2

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Book part
Publication date: 9 November 2020

Raven K. Cokley and Loni Crumb

The underrepresentation of Black girls in gifted programs has received attention in both education and counseling literature. Nevertheless, scholars have given less emphasis to…

Abstract

The underrepresentation of Black girls in gifted programs has received attention in both education and counseling literature. Nevertheless, scholars have given less emphasis to the intersections of intellectual ability, race, gender, social class, and place, particularly the idiosyncratic experiences of gifted Black girls from rural, economically disadvantaged backgrounds. The authors of this chapter discuss this unique positionality, with a focus on historical segregation and exclusionary practices within the American educational system. The authors discuss the tenets of critical race feminism and identify factors that may foster educational resilience for Black girls from rural, low-income communities. Recommendations are provided to address pertinent issues related to structural educational reform and inclusive gifted education. The chapter concludes with a call for education and counseling professionals to fundamentally change the systems and processes that perpetuate systematic inequity for this underserved population.

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African American Rural Education
Type: Book
ISBN: 978-1-83909-870-3

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Book part
Publication date: 8 July 2016

Desireé Vega and James L. Moore

Despite the challenges Latino males face throughout their educational experience, promising practices exist to enhance their academic success (Sáenz & Ponjuan, 2011). This chapter…

Abstract

Despite the challenges Latino males face throughout their educational experience, promising practices exist to enhance their academic success (Sáenz & Ponjuan, 2011). This chapter addresses factors that commonly hinder the educational opportunities of Latino males, and it pinpoints those supportive factors that help advance their educational progress. Recommendations are provided to assist in increasing the identification of gifted Latino males and their participation in gifted education. Educational practice and policy recommendations are also offered.

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Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future
Type: Book
ISBN: 978-1-78560-119-4

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Book part
Publication date: 14 July 2014

Sunday O. Obi, Festus E. Obiakor, Stephanie L. Obi, Tachelle Banks, Sean Warner and Natalie Spencer

The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement…

Abstract

The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement “fueled by ideals” (p. 173). He might well have been talking about the United States’ public education system where it has become evident that segments of its pupil population have been overlooked or neglected. The good news is that there have been some efforts to ameliorate this problem. However, despite these efforts, there continues to be lingering problems for culturally and linguistically diverse students with gifts and talents. In this chapter, we address how to maximize the success potential of these students.

Details

Gifted Education: Current Perspectives and Issues
Type: Book
ISBN: 978-1-78350-741-2

Keywords

Book part
Publication date: 13 December 2023

Donna Y. Ford, James L. Moore and Ezekiel Peebles

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors…

Abstract

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Book part
Publication date: 9 November 2020

Joy Lawson Davis, Donna Y. Ford, James L. Moore and Erinn Fears Floyd

The nature of rural living is often characterized as remote, limited in social and academic experiences and opportunities, and predominantly White and low income. For Black gifted

Abstract

The nature of rural living is often characterized as remote, limited in social and academic experiences and opportunities, and predominantly White and low income. For Black gifted students, these characterizations define daily isolation and alienation, accompanied by racially oppressive conditions that cause stress and give constant reminders of their oppressed group status, despite their high intellectual, academic, affective, and creative potential. These conditions, coupled with the misnomer that being a rural student means that one must be from the dominant culture, render them invisible on many social and demographic variables. Most scholarly research related to rural education focuses on one demographic – poor White students from Appalachian, Midwest, or Southern communities. While most of the literature focuses on this demographic, the majority of Black gifted students living in rural areas are located in the southern region of the United States. The Black rural community, including Black gifted students, is almost invisible in literature explicating the conditions of rural education in America. This chapter takes an updated look at Black gifted students in rural America based on our previous work on this population. We explore where these students reside, the traits that make them unique, which includes attention to culture, and make recommendations for future research and programming to meet their intellectual, academic, creative, and psychosocial needs with attention to access, equity, and excellence.

Book part
Publication date: 8 July 2016

Joy Lawson Davis

This chapter focuses on dispelling popularized educational myths by providing “lively personal accounts” of the experiences of culturally and racially diverse families who are…

Abstract

This chapter focuses on dispelling popularized educational myths by providing “lively personal accounts” of the experiences of culturally and racially diverse families who are raising high ability/gifted children and youth or who have completed the task with outstanding proficiency and remarkable skill. Through vignettes, parents reveal how they experienced their children’s giftedness in the context of the home and community. In a concluding lessons learned section, an analysis of themes generated is shared based on input from the families. Recommendations for further research and considerations for school practice are also provided.

Details

Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future
Type: Book
ISBN: 978-1-78560-119-4

Keywords

Book part
Publication date: 14 July 2014

Joy Lawson Davis

Family involvement in the education of children and youth is recognized throughout research and practice as critical to the success of children in schools. This involvement has…

Abstract

Family involvement in the education of children and youth is recognized throughout research and practice as critical to the success of children in schools. This involvement has been described as impactful across population and ability groups. This chapter examines contemporary literature and practice as it relates to the engagement of parents of high ability and gifted learners. These families, whose children and youth have unique learning needs, originate from a variety of cultural groups nationwide. Innovative practices specifically designed to improve connections with families and enhance services for culturally different gifted students are emphasized in this chapter.

Details

Gifted Education: Current Perspectives and Issues
Type: Book
ISBN: 978-1-78350-741-2

Keywords

Content available
Article
Publication date: 13 August 2018

Desireé Vega and James L. Moore III

Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the…

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Abstract

Purpose

Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males.

Design/methodology/approach

African-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When these students qualify for such services, they often experience feelings of isolation and loneliness due to scarce representation of other African-American and Latino male students. A review of extant literature was conducted to identify factors that influence access to gifted education programming among African-American and Latino males.

Findings

African-American and Latino males encounter roadblocks in being identified for gifted placement and many also experience implicit biases and stereotypical beliefs about their ability. The need for culturally competent professionals is critical to meet the academic and social-emotional needs of gifted African-American and Latino males.

Practical implications

Recommendations for school psychologists and school counselors are offered to support the needs of gifted African-American and Latino males, assist in increasing their identification and participation in gifted education, and promote academic success.

Originality/value

There is an urgent need for research on access and placement in gifted programming among African-American and Latino males. Moreover, the role of school psychologists and school counselors should be considered in facilitation of gifted identification and placement.

Details

Journal for Multicultural Education, vol. 12 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 17 August 2022

Tawannah G. Allen

On February 18, 2021, the NASA Perseverance rover traveled 292.5 million miles, safely landing on Mars, proving the power of science, technology, engineering, and mathematics…

Abstract

On February 18, 2021, the NASA Perseverance rover traveled 292.5 million miles, safely landing on Mars, proving the power of science, technology, engineering, and mathematics (STEM) in accomplishing such a historical feat. Glaringly absent from the photos, tweets, and commentaries showing NASA's team celebrations, however, are African American males. Their absence gives rise to the question “Where are the Black males?” – not just in NASA's celebratory photos, but in STEM-related careers altogether. Perhaps even more important questions are “What K-12 systems are in place that exclude Black males from being prepared – academically and socially – for careers with NASA and the like? And what strategies are necessary to engage them in STEM education?”

In this chapter, the author offers a historical overview of the STEM contributions offered by Black males, while explaining the competition of academic identity and Black male identity in successful school experiences. Four K-12 education barriers that derail African American males from their STEM trajectory are highlighted. As a conclusion, strategies to engage Black males in developing and nurturing an early interest in STEM are offered.

Details

Young, Gifted and Missing
Type: Book
ISBN: 978-1-80117-731-3

Keywords

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