Gifted Black Males: Understanding and Decreasing Barriers to Achievement and Identity

Abstract

Black males as a group experience disproportionate amounts of school failure. Compared to Black females and White males, for example, Black males have the highest dropout rates, poorest achievement, and lowest test scores. Further, they are sorely under-represented in gifted education and over-represented in special education. Of those Black males who do succeed in school settings, certain characteristics seem to be evident. In this article, I share these characteristics in what I am calling a scholar identity model. First, however, I discuss achievement barriers that many gifted Black males seem to face. The article ends with some recommendations for educators as they work to improve the educational status of Black males identified as gifted.

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

“…Numerous attributes among Black students are positively associated with academic success, including internal locus of control (Strayhorn 2010), positive self-concept and applied skill sets (Mueller and Haines 2012;Wang and Su 2013), leadership skills (Ford et al 2000), supportive peer and teacher nominations (Brighton et al 2007), creativity (Cramond 2011), verbal skills (Lohman 2005), academic self-efficacy, strong ethnic and racial identity, self-control, and initiative (Whiting 2006(Whiting , 2009, and interest in reading, engagement, and gross motor skills (Breedlove 2007). Although longitudinal research on predictors of later gifted identification is rare, one longitudinal study by Curby et al (2008) noted that better task orientation, defined as taking initiative and completing classroom tasks well with distractions at the beginning of kindergarten, was a good predictor of gifted enrollment in later years, over and above children's cognitive ability.…”

Black male voices : cultural connections, developing character and defining manhood in an urban all-male high school

“…Coupled with the institutionalized oppression that exists in and outside of the American public education system, the African-American male faces a drastic cycle of failure (Ladson-Billings 2006. As Whiting (2009) puts forth, much of this self-doubt comes from a poor self-concept and a lack of guidance by educators who understand the obstacles and hindrances faced by young black males. Recognizing that a major component in the overall academic achievement and success as Black males is their self-perception and motivation to learn.…”

“…All of these factors combined can lead to either students dropping out or failing the course (Bloom, 2007). Whiting (2009) reveals the rare classification of what it means to be an African American male student. He explores the 'scholar identity model'a model for achievement and self-assessment -which requires support and guidance to master the challenges faced on an educational and socio-cultural level.…”

“…Her studies demonstrated that when students believe in their intelligence and capabilities, they are most likely to be more comfortable and confident in academic settings. Black males who are lacking this self-confidence allow their weaknesses to distract them from pursuing and attaining an equivalent education as their White counterparts (Whiting, 2009). Some may agree that this lack of self-confidence and inferiority complex can be traced back to slavery when Africans were denied an education, largely because of a fear slave owners had of literate slaves.…”

“…This legacy of subordination and inferiority has been passed down through generations and the black male child is a direct descendant of this complex. As Whiting suggests, "a scholar identity model must be adopted to address low achievement, underachievement and academic disengagement among Black males" (Whiting 2009). This scholar identity model focuses on generating initiatives that focus on assisting young men of color develop behaviors, values, and attitudes that will aid them in functioning at maximum educational and social levels in and out of the school setting.…”