Multicultural Mentoring to Increase Black Male Representation in Gifted Programs

Abstract

This article explores factors that affect the decision of gifted Black males to participate in gifted programs. Ford (1996) maintains that Black students often “choose” not to participate in gifted programs, and this choice contributes to their underrepresentation in gifted education. This choice to not participate in gifted programs is often based on social or external influences, particularly negative peer pressures, as well as internal or psychological issues, namely racial identity status. Given this perspective, a participation motivation model, developed by the author, is described, along with a discussion of how racial identity influences the choices Black males make about participating in gifted programs. While many options exist for helping these students to make constructive and long-term decisions, this article concentrates on the potentially powerful influence of mentorships as a viable retention strategy.

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

“…What is life like for Black males who are gifted and high achievers? Building upon the seminal work of Ford (1992Ford ( -2006) over the last decade on under-representation of Black students in gifted education, and that of Grantham (1998Grantham ( , 2004aGrantham ( , 2004b and Hébert (2002), it appears that social issues, including stereotypes and peer pressures, contribute to the low rates of Black students being recognized and formally identified as gifted. Stereotypes about Black males inhibit teachers and other educators from seeing strengths in these students (Ford, Harris, Tyson, & Frazier Trotman, 2002;Grantham, 1998;Steele, 2003).…”

“…Hence, Black males are less likely to share their feeling and emotions, to disclose with teachers and others interested in their welfare (Bonner, 2001;Grantham, 1998Grantham, , 2004aGrantham, , 2004bHébert, 2002). To repeat, these youth may avoid institutions and activities that are considered "uncool"-schools, libraries, bookstores, museums, and churches.…”

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

“…Not only do adults come to internalize pessimistic images of African American males, too many of these students learn to believe, emulate, and even reinforce the images imposed upon them (Grantham, 2004a(Grantham, , 2004bWhiting, in press). Ford and Harris (1996) and Ford (1996) studied gender differences between gifted Black males and females in grades 4-6; findings indicated that gifted Black males had lower grades, exerted less effort in school, were more interested in sports and being popular or socially accepted, and were more likely to succumb to accusations of acting White than Black females.…”

“…A mentor and role model may be helpful in advancing African American students in the pre-encounter and immersion-emersion stages into healthier stages of racial identity. A mentor and role model can also help gifted Black students in the higher racial identity stages to maintain their positive self-image (Grantham, 2004a(Grantham, , 2004bWhiting, 2006aWhiting, , 2006b). Mentors and role models can guide gifted African American students in several ways.…”

“…When working with Black males, more intense and deliberate efforts may be required, for reasons previously explained. As early as possible, initiatives should expose Black males to other males who have been resilient and who have healthy racial identities (Grantham, 2004a(Grantham, , 2004b. For example, African American males need guidance in being critical consumers of the media so that they do not adopt negative images of themselves as learners; so that they are able to envision life outside of sports and entertainment (Whiting, 2006a(Whiting, , 2006b).…”