From At Risk to At Promise: Developing Scholar Identities Among Black Males

Whiting, Gilman W.

doi:10.4219/jsge-2006-407

Cited by 60 publications

(82 citation statements)

References 18 publications

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“…They drop out of school more than any other group. They are suspended from school more frequently; expelled more often; score more poorly on tests; and more often are placed in special education than students from other groups [32]. And for the past two decades, Black males are the only segment of the population in America whose life expectancy is declining [33,34].…”

Section: Literature Reviewmentioning

confidence: 99%

Coverage of Black versus White Males in Local Television News Lead Stories

Creighton¹

2014

J Mass Communicat Journalism

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Section: Literature Reviewmentioning

confidence: 99%

Coverage of Black versus White Males in Local Television News Lead Stories

Creighton¹

2014

J Mass Communicat Journalism

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“…As discussed below, Whiting (2006aWhiting ( , 2006b); Ford, Harris, and Schuerger (1993); Ford et al (2008aFord et al ( , 2008b; Smith (1989);and Exum and Colangelo (1981) have proposed that, for African American students, racial identity has a significant impact on achievement, motivation, and attitudes toward academic achievement. That is, in the earlier stages or types of racial identity development, African American youth may deliberately underachieve and choose not to participate in gifted programs and AP classes to avoid peer pressures and accusations that they are "acting White" and/or to avoid rejection by White peers, or they may hide or downplay their abilities in order to be accepted socially by their same-raced peers (Ford et al, 2008a(Ford et al, , 2008bFordham, 1988Fordham, , 1991Fordham & Ogbu, 1986;Ogbu, 2003;Ogbu & Simmons, 1998).…”

Section: Psychological Issues: Racial Identity Developmentmentioning

confidence: 99%

“…Pre-encounter individuals, because of their low racial engagement and salience or anti-Black attitudes, are likely to be rejected by some members of the African American community; conversely, immersion-emersion and commitment individuals, because of their engaged racial identity and salience, bicultural stance, and pluralistic perspectives, seem more likely to be accepted by members of the African American community. Immersion-emersion types appear so subsumed with finding and validating their social identity that academic achievement may have low significance in their livesthe need for affiliation may be stronger than the need for achievement (Whiting, 2006a(Whiting, , 2006b.…”

Section: Internalization Exemplarmentioning

confidence: 99%

“…They win in one respect-academically-but lose in other respects-socially, affectively, and/or psychologically. Feelings of loneliness, isolation, and rejection increase, and the need for affiliation begins to outweigh the need for achievement (Ford, 1996;Whiting, 2006aWhiting, , 2006b. When caught in this psychological and social-emotional conflict, some Black students attempt to sabotage their achievement (e.g., procrastinating, failing to do assignments, exerting little effort, refusing to be in gifted education and advanced-level classes; Ford, 1996;Ogbu, 2003;Ogbu & Simmons, 1998).…”

Section: Internalization Exemplarmentioning

confidence: 99%

“…These strategies provide students with the support they need to feel confident in their abilities, to feel motivated, and to cope with barriers or roadblocks (internal, social, and academic). Specifically, intrinsic strategies augment African American students' belief in their ability (and right) to succeed in gifted education classes; supportive strategies help them to understand the benefits of participating in gifted education and AP classes; and remedial strategies help students to improve their academic performance, engagement, self-efficacy, and work ethic (Whiting, 2006a(Whiting, , 2006b.…”

Section: Multicultural Counselingmentioning

confidence: 99%

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Beyond Testing: Social and Psychological Considerations in Recruiting and Retaining Gifted Black Students

Ford

Whiting²

2011

Journal for the Education of the Gifted

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Gifted education proponents contend that gifted students have exceptional or special needs, as do students receiving special education services. Without appropriate services-services designed to meet needs-gifts and talents may not be nurtured and may, ultimately, be lost. Accordingly, Congress passed legislation (i.e., the Javits Act of 1988, reauthorized in 1994) that recognizes the loss of gifts and talents specifically among low socioeconomic status (SES) students and culturally and linguistically diverse (CLD) students when not identified as gifted. The overarching goal of the act is to support efforts to identify and serve CLD students and low-SES students.Despite such initiatives as the Javits Act and associated grants, the demographics of gifted education have been resistant to changegifted education is as racially and economically homogeneous today as Journal for the Education of the Gifted • Vol. 34, No. 1 132 it was a half century ago (see Ford, 1998;Ford, Grantham, & Whiting, 2008a). In various reports, the U.S. Department of Education has reported the consistent underidentification of African American, Latino, and American Indian students as gifted and, likewise, they are poorly represented in Advanced Placement (AP) classrooms (College Board, 2008). In both programs, underrepresentation is at least 50%-although they make up 17% of the total population in public schools, African American students are only approximately 8% of the population in gifted education. This underrepresentation is well beyond statistical chance and above the Office for Civil Rights' 20% discrepancy formula stipulation (see Ford & Frazier Trotman, 2001). In this discussion, two caveats are in order: First, it should be noted that underrepresentation is greater for African American 1 students than for other CLD groups; thus, African American students have been discussed and studied more than any other diverse group; and second, it should be noted that Black males are more underrepresented in gifted education than all student groups (U.S. Department of Education, 2006).Borrowing from the literature in higher education, Ford (1994) proposed that the representation of African American (and other CLD) students can only improve when educational professionals focus on the twin and inseparable goals of increasing recruitment and retention. More directly, she urged educators to follow concepts, models, strategies, and efforts that exist in higher education to resolve underrepresentation problems. Recommendations were that educators must: (a) find culturally sensitive instruments, strategies, policies, and procedures to effectively recruit African American students; (b) find more effective and inclusive ways of retaining these students in gifted programs once recruited; and (c) collect data on gatekeeping factors in both the recruitment and retention of Black males and females in gifted education. She argued that underrepresentation must be examined in a comprehensive way so that initiatives could be specific and direct.The majority of ...

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