Racial identity in context for the gifted African American student

Rowley, Stephanie J.; Moore, Julie A.

doi:10.1080/02783190209554131

Cited by 16 publications

(10 citation statements)

References 33 publications

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“…Through observing Marcia's sensitivity to the cultural differences in those around her and her deep appreciation for the history behind each one of those cultures, I learned that an SEM classroom was an ideal environment in which to nurture multicultural awareness and sensitivity. What was evident in my experiences with Marcia is consistent with what researchers examining ethnic identity development have found (Phinney, Lochner, & Murphy, 1990;Rowley & Moore, 2002;Sue & Sue, 2003) In addition to developing an appreciation for ethnic identity development, I became aware of the resilient qualities many of my students displayed. Children who arrived in my classroom from difficult backgrounds and challenging situations at home often showed evidence of an ability to bounce back from 282, Gifted Education International the adversity in their lives and move forward to achieve.…”

Section: Discussionsupporting

confidence: 81%

Lessons Learned From My Students: The Impact of SEM Teaching and Learning on Affective Development

Hébert

2010

Gifted Education International

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Through reflection on his years as an enrichment teacher in Schoolwide Enrichment Model (SEM) programs, the author describes significant ways the social and emotional development of his students was shaped by their involvement in enriched teaching and learning. Through portraits of his students engaged in Type II and Type III enrichment, the author highlights eight important influences upon the affective development of gifted and talented students. Implications for educators in enrichment programs are presented.

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Section: Discussionsupporting

confidence: 81%

Lessons Learned From My Students: The Impact of SEM Teaching and Learning on Affective Development

Hébert

2010

Gifted Education International

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“…Whereas, prior research has examined types of contribution within samples of "at-risk" youth of color (Chan et al, 2014) and among urban youth of color (Christens et al, 2018), the effects of key facets of marginalization within these groups have not been considered. For example, when exploring the heterogeneity of experiences among youth of color, one critical way the lives of these youth may differ greatly is related to their ability to succeed within school settings (Rowley and Moore, 2002;Nasir et al, 2009;Wright, 2009;Chambers, 2011).…”

Section: Introductionmentioning

confidence: 99%

Predicting Contribution in High Achieving Black and Latinx Youth: The Role of Critical Reflection, Hope, and Mentoring

et al. 2021

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Contemporary approaches to adolescent development are framed by positive youth development models. A key outcome of these models is that healthy and positively developing youth are more likely to contribute to their family, schools, and communities. However, little work on contribution and its antecedents has been conducted with youth of color. As high achieving youth of color often become leaders in their communities, it is important to consider malleable predictors of contribution within this population. Therefore, through a cross-sectional design, we examined the relations between youth critical reflection, hopeful future expectations, and mentoring relationship quality and youth contribution in a sample of 177 youth of color (60% Black, 40% Latinx) attending an afterschool college preparation program at six sites around the U.S. Results indicated that youth critical reflection, hopeful future expectations, and mentoring relationship quality significantly predicted contribution. Exploratory analyses suggested that these relations were significant for Black youth but not Latinx youth. Implications of these findings for future scholarship are discussed.

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“…It is important in the field of education because stages of racial identity development have been linked to academic achievement (Ford, Harris, & Schuerger, 1993;Grantham & Ford, 2003;Cross & Vandiver, 2001). Moreover, racial identity affects Black students' motivations, and attitudes, and is associated with social and psychological health of Black students (Fordham & Ogbu, 1986;Grantham & Ford, 2003;Rowley & Moore, 2001;Moore, Ford, & Milner, 2005). Researchers such as Conchas (2006) and Hensfield, Moore, and Wood (2008) posit that an unhealthy racial identity leads to low self-efficacy, self-esteem, and academic underachievement.…”

Section: Racial Identitymentioning

confidence: 99%

“…not only depends on messages from parents, peers, neighbors, teachers, and self, but also takes into account a myriad of categories with which a student may associate: gay, straight, athletic, with various physical and cognitive challenges, from a single-parent home, artistic, to name a few. While acknowledging the complexity of identity development as a whole, researchers (Andrews, 2012;Boykin & Ellison, 1995;Grantham & Ford, 2003;Harmon, 2002;Moore, Ford, & Milner, 2005;Milner & Ford, 2007;Rowley & Moore, 2001) emphasize the importance for gifted students of color to maintain a healthy racial identity in order to achieve academically (Moore, Ford, & Milner, 2005) and maintain positivity in the face of racism and prejudice (Andrews, 2012;Chikkatur, 2012).…”

Section: Racial Identitymentioning

confidence: 99%

Gifted Black and Biracial Students at a Predominantly White Gifted School

Pople¹

2000

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The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health.Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings.The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS?The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory.Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes. PREDOMINANTLY WHITE GIFTED SCHOOL iiFindings indicate that:1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs.2. Policies and inadequate communication act as barriers for gifted Black and Biracial students.3. Within a positive educational community, racial microaggressions-including the silencing of racial dialogue and individual bullying-exist.The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.

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Racial identity in context for the gifted African American student

Cited by 16 publications

References 33 publications

Lessons Learned From My Students: The Impact of SEM Teaching and Learning on Affective Development

Lessons Learned From My Students: The Impact of SEM Teaching and Learning on Affective Development

Predicting Contribution in High Achieving Black and Latinx Youth: The Role of Critical Reflection, Hope, and Mentoring

Gifted Black and Biracial Students at a Predominantly White Gifted School

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